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A  HIGH  SGHOOL  EXPEEIiviELT   IB  EXTRA-CURRIGULAR 
S  TODEB T  AG  TI VI T  IE  S 


By 

HARRY  WILLIAM /JOTSS 

B.  So.  Cornell  College,  1909 

THESIS 

Submitted  in  partial  satisfaction  of  the  require- 
ments for  the  degree  of  MASTER  OE  ABT3 

in 

EDUGATIOi. 
in  the 
GRADUATE   DIVISION        '  ^  ^  t  \\ojJ 

of  the 

UNIVERSITY  OE  CALIFORNIA 

ty,    1922 


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TABLE  OF  CONTENTS  Page 

Chapter         I     Introduction  1 

Chapter       II     Opportunity  at  Walla  Walla  10 

Chapter     III     Reorganization  for  Experiment  15 

Chapter       IV     Assemblies  18 

Chapter         V     Student  Co-operation  in  School  25 

Government 

Chapter       VI     Interclass  Contests  43 

Chapter     VII      Student  Organizations  58 

Chapter  VIII     Girls'    Organizations  65 

Chapter        IX     Student  Enterprises  72 

Chapter         X     High  School  Publications  80 

Chapter       XI      Social    Life   of   School  87 

Chapter     XII     Scholarship  93 

Chapter  XIII     Artists'    Course  97 
Chapter     XIV     Effect  of  Experiment  on  Growth, 

Holding  Power,    and   Scholarship  104 

Chapter       XV     Attitude  of  Community  112 

Chapter     XVI  i/Interscholastic   Contests  114 

Chapter  XVII     Conclusions  118 

Appendix  124 

Bibliography  133 

640970 


-1- 

IIJTBO  AUCTION 

Thoughtful  men  for  centuries  have  attempted 
to  frame  statements  of  the  aims  of  education.   In 
general  these  definitions  have  indicated  the  goal  of 
education  to  he  the  preparation  of  the  individual  for 
life.  But  the  status  of  human  life  has  not  remained 
static.   The  progress  of  civilization  and  the  gradual 
development  of  the  more  comolex  social  and  economic 
institutions  from  generation  to  generation  have  made 
imperative  an  ever  broader  and  more  comprehensive 
educational  purpose.  When  the  home  was  the  workshop, 
and  every  member  of  the  family  was  assigned  certain 
definite  tasks  to  perform;  when  the  father  apprenticed 
his  sons  or  taught  them  his  own  trade;  when  the  mother 
was  teacher  as  well  as  housewife  ana  when  social  and 
civic  life  was  confined  to  the  narrow  limits  of  the 
neighborhood,  the  work  of  the  school  was  comparatively 
simple.   The  development  of  our  modern  economic,  social 
and  industrial  life,  however,  has  brought  profound 
changes  in  our  educational  needs.   The  substitution  of 
the  factory  for  the  shop  and  of  steam  power  for  man- 
power has  revolutionized  home  life  and  cast  the  respon- 
sibility  for  the  training  of  the  child  largely  upon  the 


-2- 

school.  Modern  methods  of  transportation  and  com- 
munication have  enlarged  community  relations  to  state, 
national,  and  even  international  relations  which  require 
a  correspondingly  larger  and  more  comprehensive  training 
for  intelligent  participation.   The  child  of  today  must 
have  an  elaborate  equipment  indeed  to  enable  him  to  cope 
with  the  conditions  of  life  as  he  finds  them  and  the 
purpose  of  education  must  be  comprehensive  enough  to 
meet  all  of  these  needs.   It  was  recognized  by  the  Na- 
tional Educational  Association  in  1913  that  the  aims  of 
education  were  not  in  keeping  with  the  demands  of  our 
rapidly  progressing  industrial  and  social  life.  A  com- 
mittee was  therefore  commissioned  to  determine  the 
cardinal  objectives  of  education  needed  for  our  modern 
life.  After  a  careful  study  of  modern  demands  upon  the 
individual,  the  commission  made  a  report  in  part  as 
follows: 

THE  HAIN  OBJECTIVES  OF  EDUCATION 

"In  order  to  determine  the  main  objectives 
that  should  guide  education  in  a  democracy  it  is 
necessary  to  analyze  the  activities  of  the  in- 
dividual.  Normally  he  is  a  member  of  a  family, 
of  a  vocational  group,  and  of  various  civic  groups, 
and  by  virtue  of  these  relationships  he  is  called 
upon  to  engage  in  activities  that  enrich  the  family 
life,  to  render  important  vocational  services  to 
his  fellows,  and  to  oromote  the  common  welfare. 


-3- 


It  follows,  therefore,  that  worthy  home-member 
ship,  vocation,  and  citizenship,  demand  attention 
as  three  of  the  leading  objectives. 

Aside  from  the  immediate  discharge  of  these 
specific  duties,  every  individual  should  have  a 
margin  of  time  for  the  cultivation  of  personal 
and  social  interests.   This  leisure,  if  worthily 
used,  will  recreate  his  powers  and  enlarge  and 
enrich  life,  thereby  making  him  better  able  to 
meet  his  responsibilities.   The  unworthy  use  of 
leisure  impairs  health,  disrupts  home  life, 
lessens  vocational  efficiency,  and  destroys 
civic -mindedness.   The  tendency  in  industrial 
life,  aided  by  legislation,  is  to  decrease  the 
working  hours  of  large  groups  of  peoole.  '»hile 
shortened  hours  tend  to  lessen  the  harmful  re- 
actions that  arise  from  prolonged  strain,  they 
increase,  if  possible,  the  importance  of  prepar- 
ation for  leisure.   In  view  of  these  considerations, 
education  for  the  worthy  use  of  leisure  is  of  in- 
creasing importance  as  an  objective. 

To  discharge  the  duties  of  life  and  to  benefit 
from  leisure,  one  must  have  good  health.   The 
health  of  the  individual  is  essential  also  to  the 
vitality  of  the  race  and  to  the  defense  of  the 
nation.  Health  education  is  therefore,  fundamental. 

There  are  various  processes,  such  as  reading, 
writing,  arithmetical  computations,  and  oral  and 
written  expression,  that  are  needed  as  tools  in 
the  affairs  of  life.   Consequently,  command  of 
these  fundamental  processes,  while  not  an  end  in 
itself,  is  nevertheless  an  indispensable  objective. 

-  And,  finally,  the  realization  of  the  objectives 
already  named  is  dependent  upon  ethical  character, 
that  is  upon  conduct  founded  upon  right  principles, 
clearly  perceived  and  loyally  adhered  to.   Good 
citizenship,  vocational  excellence,  and  the  worthy 
use  of  leisure  go  hand  in  hand  with  ethical  character; 
they  are  at  once  the  fruits  of  sterling  character 
and  the  channels  through  which  such  character  is 
developed  and  made  manifest.   On  the  one  hand, 


-4- 


character  is  meaningless  apart  from  the  will  to 
discharge  the  duties  of  life,  and,  on  the  other 
hand,  there  is  no  guarantee  that  these  duties 
will  rightly  be  discharged  unless  principles 
are  substituted  for  impulses,  however  well- 
intentioned  such  impulses  may  be.   Consequently, 
ethical  character  is  at  once  involved  in  all  the 
other  objectives  and  at  the  same  time  requires 
specific  consideration  in  any  program  of  national 
education. 

This  commission,  therefore,  regards  the 
following  as  the  main  objectives  of  education: 
1.  Health.   2.  Command  of  fundamental  processes. 
3.  Worthy  home-membership.   4.  Vocation.   5.  Cit- 
izenship.  6.  ■ortfaj  use  of  leisure.   7.  Ethical 
character. 

The  naming  of  the  above  objectives  is  not 
intended  to  imply  that  the  process  of  education 
can  be  divided  into  separated  fields.   This 
can  not  be,  since  the  puoil  is  indivisible.  Nor 
is  the  analysis  all-inclusive.  Nevertheless,  we 
believe  that  distinguishing  and  naming  these 
objectives  will  aid  in  directing  efforts;  and  we 
hold  that  they  should  constitute  the  principal 
aims  in  education."  1. 


The  traditional  instrument  employed  by  schools 
for  accomplishing  the  aims  of  education  has  been  the 
curriculum.   School  men  have  always  found  curriculum 
building  the  most  difficult  amonr  the  problems  of  education. 
Once  the  end  or  purpose  of  education  had  been  determined 
the  greater  problem  of  selecting  the  means  or  tools  to 


1.   "CARDINAL  PRINCIPLES  UP  EDUCATION"—  Bureau  of 
Education  Bulletin^'To.  35,  page  9. 


-5- 

employ  in  reaching  those  goals  immediately  presented 
itself.   The  evolution  of  the  curriculum  displays  the 
fact  that  through  the  centuries  educators  have  been 
constantly  changing  the  content  of  the  study  courses 
to  keep  up  with  the  progress  of  civilization.   The 
curriculum  of  a  century  ago  would  he  found  entirely 
useless  in  the  scheme  of  present  day  education,  despite 
the  fact  that  many  so-called  present  day  educators 
retain  the  educational  standards  of  the  mediaeval  periods 
in  their  doctrine  of  formal  discipline.   The  tremendous 
emphasis  which  has  been  placed  upon  the  curriculum  as 
an  instrument  of  education  has  given  it  undue  weight  and 
importance  in  our  educational  scheme.   It  has  been  too 
often  treated  as  the  end  and  embodiment  of  education 
when  in  reality  it  is  only  one  of  the  tools  to  be  em- 
ployed in  accomplishing  educational  aims. 

Too  many  educators  and  teachers  come  to  regard 
the  course  of  study  of  the  greatest  importance  in  the 
school  when  it  is  only  the  means  or  excuse  that  is  given 
the  teacher  for  teaching  boys  and  girls.   The  tremendous 
changes  that  have  been  made  in  school  curriculums  in  recent 
decades  emphasize  the  fact  that  a  subject  as  a  subject  is 
not  important.  The  worth  of  a  subject  lies  in  its  value 


-6- 

as  an  instrument  in  accomplishing  the  objectives  of 
education  when  applied  to  the  student.   That  no  curric- 
ulum has  yet  been  devised  that  will  realise  all  the  aims 
of  education  is  apparent  from  the  present  universal 
status  of  uncertainty  regarding  curriculum  content.   The 
limitations  of  our  modern  curriculum  are  evident  when 

we  study  its  possibilities  in  accoraolishing  the  seven 

1. 
cardinal  objectives. 

Following  is  a  partial  enumeration  of  processes 
employed  in  realizing  these  cardinal  objectives.   Those 
orocesses  falling  under  the  operation  of  the  traditional 
curriculum  are  numerically  designated  while  such  pro- 
cesses as  would  require  extra-curricular  activities  are 
designated  by  letters: 
1-  Health 

1-  Health  instruction. 
£-  Inculcation  of  health  habits. 
3-  Program  of  physical  education. 
A-  Program  of  games  and  sports  for  after  school 

hours  engaging  every  pupil. 
B-  Direction  of  games  to  inculcate  love  for  clean 
sport. 

1.   See  page  4. 


-7- 

II-  Command  of  Fundamental  Processes 

1-  Thorough  training  in  the  fundamental 
processes.   (Reading,  writing,  arithmetic, 
and  oral  and  written  expression). 

2-  Supplementing  the  work  of  the  elementary 
school  by  applying  the  processes  to  new 
materials. 

A-  Practical  aoplication  of  fundamental  pro- 
cesses by  editing  and  publishing  school 
periodicals;  debating;  declamation;  keeoing 
accounts  of  student  organizations,  etc. 

Ill-  Worthy  Home  Membership 

1-  Social  studies  including  sociology. 

2-  Household  arts  for  girls . 

3-  Study  of  music  and  art. 

A-  Co-education  offers  wholesome  social  relations 
for  boys  and  girls  such  as  parties,  dances,  etc, 

B-  The  freer  relations  of  boys  and  girls  in  class 
and  organization  meetings  are  valuable. 

IV-  Vocation 

1-  Vocational  guidance. 

2-  Vocational  training. 

A-  Business   training  in  management  of   school   enter- 


-8- 

prises. 
B-  Abilities  and  talents  discovered  in  general 
school  activities. 
V-  Civic  Education. 

1-  Social  studies  —  geography,  history,  civics, 
sociology,  and  economics. 

2-  Assignment  of  projects  ana  social  problems 
to  groups. 

3-  Socialized  recitation. 

A-  Student  participation  in  school  government. 
B-  Giving  pupil   responsibility  in  conduct  and 

direction  of  all  student   activities. 
C-  Lessons  of    team  play  and  co-operation. 
VI-     Worthy  use  of  leisure. 

1-  Music,  art,  literature,  drama. 
A-  Social  intercourse. 
B-  Habituate  worthy  use  of  leisure  in  school  by 

providing  student  activities  for  after  school 

hours. 
-C-  Hecreational  activities  —  pageant  or  festival. 
C-  Establishment  of  avocational  interests. 
VII-  Ethical  Character. 

1-  Courses  of  moral  instruction. 

£-  Incidental  instruction  as  occasion  suggests. 


-9- 

A-  General  assemblies  for  establishing  school  and 

personal  ideals. 
B-  Student  organizations  permit  of  opportunity  for 

assuming  practical  responsibilities. 
C-  Practical  community  service  through  school 

organizations. 
D-  Generosity  and  charity  through  student  body 

contributions  to  relief. 

From  this  enumeration  of  processes  which  may  be 

employed  in  attaining  the  aims  of  education  the  importance 

of  extra-curricular  activities  becomes  apparent.   Their 

true  value  in  realizing  the  educational  goal,  however, 

must  be  demonstrated  to  be  properly  appraised.  With  this 

purpose  in  view  "A  HIGH  SCHOOL  EXPERIMENT  IN  EXTRA-CURRICULAR 

ACTIVITIES"  was  carried  on  at  Walla  Walla,  Washington  from 

1914  to  1921  and  a  description  of  its  conduct  and  results  is 

1. 
given  in  the  following  pages. 


1.   The  plan  for  this  experiment  was  suggested 
by  U.  S.  Bureau  of  Education  Bulletin,  1913,  No.  41.   The 
Reorganization  of  Secondary  Education. 


-10- 


OPPOHTUNITY  AT  WALLA  WALLA 

The  .Valla  Walla  High  School  in  1914  offered  an 
ideal  opportunity  for  an  experiment  in  extra-curricular 
student  activities.   The  writer  assumed  the  Principalshim 
of  this  hiph  school  in  the  Fall  of  1914  and  gained  the  consent 
of  the  City  Superintendent  of  Schools  to  conduct  such  an  ex- 
periment. A  survey  of  the  city  was  first  made  to  determine 
the  character  of  the  community  which  the  high  school  was  to 
serve. 

Walla  Walla  is  located  in  the  extreme  southeastern 
part  of  the  state  of  'Washington  in  what  is  known  as  the  wheat- 
belt  or  Inland  Empire  of  the  northwest.   The  city  is  the 

county  seat  of  the  county  which  hears  its  name  and  is  one  of 

i 

the  oldest  settlements   in  the   northwest.     Wal'ja   'Valla   is 
essentially  a   home    city.     Even  the    wheat  farmers  who  operated 
farms  of   from  600  to    2000  acres  resided  in  the  city.     Merchan- 
dizing is  the  occupation  next   in  importance  to    agriculture, 
as   this  ci  ty   is  a  distributing   center  for  a   large  surrounding 
area.      There   is  practically  no  manufacturing   or  allied  indus- 
tries. 

Eighty-xix  per  cent    of  the  population  of  Walla  Walla 
(19,364)   were  American  born.      The   foreign  element  are   largely 


-11- 

Russians  and   Italians,      The   Russians  comprising  about   twelve 
per  cent  of   the  population  are  engaged  principally  as  labor- 
ers and   servants.      The  Russian  men  work  on  the  farms   during 
summer  while  the  women  serve  the  community  as  wash-women  end 
servants.      The  Italians   are  principally  gardeners.     Education- ? 
ally,    this  foreign  element   creates  a  difficult    problem.      They 
raise  large   families  of  children  and   attempt    to  put  them  to 
work  as  soon  as   the   law  will  permit.     Kany  of    these  children 
who  desire   to   go    to   high   school  meet  with  strong  opposition 
from  their  parents.      The    ideals  and   standards  in  the  homes 
are  low  and   these  are  reflected  in  the  conduct  of  the   children 
in  the  schools. 

The  city  of   Valla   Walla  boasted  of  being  an  educa- 
tional center.     Whitman  college  located  within  the  city  limits 
offers  the  traditional    classical    college  courses  and  with  an 
enrollment  of  about   400  enjoys  a   splendid  reputation.     At 
College  Place  adjoining  Walla   Walla,   the   Seventh  Day  Adventis t^ 
maintain  their  ch:irch  school   for    the   northwest   territory.    This 
institution  does  little  wor;;  above  high   school  grade  and  enrolls 
about  500   students.      There  are    two  parochial   high   schools  as 
well  as   a  private   school   for  frirls  under  Episcopalian  patronage 
which  care   for  many  pupils  who  might  otherwise  attend  the   public 
high   school.      Three  thriving  music   schools  of  high  grade  are 


-12- 

located  in  the    city.      The  Elementary  schools  are   housed 
in  six  fine  buildings  and  had  an  enrollment   in  1914  of 
2431  pupils  covering   the  grades  of  one    to   eight   inclusive. 

The  attitude  of  the   community  toward  the  Walla 
■•alia  High  School  in  1914  was  anything  but  one    to   be   de- 
sired.     Until  1910,    Whitman   College  had  maintained  a  pre- 
paratory department  knows  as  Pearson's  Academy.      There   had 
been  such  active   rivalry  between  the  academy  and  high 
school  and  between  their   respective  supporters  that  the 
community  was  divided  in  its  allegiance.     A  bond  election 
calling  for  $150,000.00  to  erect  an  addition  to    the   high 
school  building  was  voted  down  by  a  vote  of  1874  to  391  in 
November  1913.     A  similar  election  held  in  March,   1914  was 
again  lost  by  a  vote  of  1927   to  318.     Even  though  the   old 
building  was  hopelessly  overcrowded  the  community  was  not 
disposed  to   grant  help. 

The  Walla  Walla  High  School  had  an   enrollment   of 
523  pupils  in  the  jenj-   1913-14.      The  school  was  housed  in 
a  good  brick  and   stone  building  built  twelve  years  before 
to  accomodate  student  body  of  250  pupils.      The   classes 
throughout  the  school  were   greatly  over-crowded.      The 
teaching  staff  was  made   up   of  eighteen  teachers,    six  of 
whom  were  men.     All  were  college  graduates  and  their 
average   tenure  in  Walla  Walla  was   two  years.     A  traditional 


. 


-13- 

classical  course  was  followed  by  practically  the  entire 
student  body.  Electires  were  offered  in  Manual  Tr&ining, 
Cooking,  and  Commercial  courses  of  Bookkeeping,  Stenography 
and  Typewriting. 

The  Scholarship  of  the  school  was  at  a  low  ebb. 
The  results  of  a  study  of  all  grades  given  in  the  Spring 
Semester,  1914  follows: 

A-  By  classes: 

Freshman  class  —  per  cent  of  pupils  passed,  64 
Sophomore  class  -  "  "  "  "  "  66 
Junior  class  —  "  "  n  "  n  70 
Senior  class   —  *   n   "    M      w     74 

By  subjects: 

Per  cent  of  pupils  passed  in  Social  Science,  64 

n    n      ■    "  Phys.    "  68 

"  Mathematics  70 

"   "    "  "  Language  71 

"       English  72 

The  attitude  of  the    teachers  was   one   of  high  regard 
for  their  subjects.      Considerable  pride  was  manifest  in  a 
goodly  number  of  failures  as  indicating  a  required  thoroughness 
that  only  a  few  were  able  to  attain.      There  was  a  general   feel- 
ing that   the    teacher's   obligation  was   discharged  by  teaching 


-14- 
th©  subject,  and  student  activities  other  than  class  room 
exercises  were  discouraged  since  they  might  interfere  with 
class  room  work.   The  only  legitimate  student  enterprises 
were  a  school  paper  under  direction  of  the  English  Department 
and  a  boysf  Dehating  Society.   Interscholastic  athletics  were 
tolerated  hut  so  indifferently  supported  that  they  were  not 
successful  either  financially  or  from  the  standpoint  of 
games  won, 

The  students  themselves,  however,  were  average 
American  boys  and  girls  am  since  no  legitimate  activities 
were  provided  for  them  they  created  their  own  program.   The 
high  school  was  the  center  of  their  activities.  Stacking 
hooks,  painting  windows  and  sidewalks,  placing  vehicles  ani 
machinery  in  school  halls,  were  weekly  offenses.   The  faculty 
would  ferret  out  offenders  and  impose  suspensions,  which 
would  call  for  retaliatory  measures  from  the  pupils.   The 
Principal  was  burned  in  effigy  or  hung  to  the  flagpole  in  a 
grotesque  form.   This  property  damage  and  lawlessness  caused 
the  school  to  lose  the  respect  of  the  community.   The  high 
school  had  four  different  principals  in  the  five  years,  1909 
to  1914.   School  spirit  reverted  to  the  level  of  a  contest 
between  teachers  and  pupils  and  the  few  extra-curricular 
student  activities  were  not  profitable  to  the  school  and  the 
conduct  of  the  pupils  did  not  benefit  the  social  life  of  the 

community. 


trl; 


-15- 

REORG-ANIZATION 

The  firat  step  in  the  program  or  reorganization 
was  the  selection  of  Courses  of  Study  which  would  serve 
this  particular  community  in  the  most  comprehensive  manner. 
Courses  were  designed  to  meet  the  needs  of  all  classes  of 
pupils  with  respect  to  a  proposed  vocation  or  with  reference 
to  a  college,  university  or  technical  school  which  they  might 
plan  to  attend.   The  curricula  was  arranged  in  two  groups. 
College  Preparatory  and  Vocational. 

The  College  Preparatory  group  included  the  following: 

1-  Classical,  emphasizing  the  classics  and  to  he 
recommended  to  pupils  who  expected  to  enter  the  professions, 
law,  theology,  teaching,  etc. 

2-  Scientific,  emphasizing  the  sciences  and  to  he 
recommended  to  those  who  would  enter  the  modern  scientific 
and  engineering  professions. 

3-  Modern  Language,  designed  for  those  who  desired 
a  maximum  of  preparation  in  the  modern  languages. 

The  Vocational  Group  was  arranged  for  those  pupils 
who  were  undecided  about  entering  college  and  who  desired 
vocational  training.   This  group  included  the  following: 

1-  Commercial;  designed  for  pupils  who  wished  to 
prepare  for  a  business  career. 


-16- 

2-  Agricultural;  planned  for  those  who  would 
engage    in  farming, 

3-  Home  Economics;    emphasizing  the  work  of  the 
home -mater, 

4-  Industrial;  planned  for  those  who  desired  a 
maximum  of  training  in  manual   skill, 

A  student  who  chose   one    of  the  'vocational   groupings 
could  make   his  course  college-preparatory  as  well  "by  choosing 
certain  elect! ves.     Washington  State  College  at  once  expressed 
a  willingness    to  accept  to   full  Freshman  standing  any  student 
graduating  from  one   of    the  above. 

The   problem  of  creating  class  room  and   laboratory 
space  for  handling  the  additional  courses   and  classes  was 
solved  by   the  construction  of  eight  temporary  shacks  and  a 
shop.      This  represented  the  limit  which    the  Board  of  Educa- 
tion could  provide  without  a  bond   issue  and  while  these 
additions  were  not  ideal   they  proved  temporarily  satisfactory. 
In  the  Spring  of  1915  the   construction  of  a  new  building  was 
begun.     A  year  later  the  high  school  was  housed  in  a  splendid 
up-to-date  plant  with  all  necessary  laboratories,    shops,  and 
modern  equipment. 

The   reorganization  of  the   teaching  staff  was  not 
completed  until  the  beginning  of  the    second  year.      Teachers 


-17- 

found  to   be  out  of   sympathy  with  and  ill-suited  for  a   high 
school  which  was   to   be  ran  for  the  benefit   of  boys  and  girls 
were  released.      The  selection  of  all  new   teachers  was   care- 
fully made  with    the  requirements  of  the  experiment  in  mind. 
Hegular  faculty  meetings  were  held   to  discuss  ways  and  means 
of  launching  a   strong  program  of  extra-curricular  activities. 
Studies  were  made  of    the  problems   of  the   school  and   solutions 
adopted.     Above  all,   a   spirit   of  unity  and  co-operation  was 
instilled  and   developed  throughout  the   teaching  force  and  a 
strong  spirit  of    team  play  was   fostered. 


-fr 


-18- 


AS3EKBLIES 

I 
One  of  the  most  important  problems  of  a  high 

school  is  the  matter  of  school  spirit  or  general  attitude      , 

of  the  student  body  toward  their  school.   Two  methods  lie 
open  for  the  use  of  a  high  school  principal  in  determining 

and  guiding  the  attitude  of  pupils  toward  the  school  exer- 
cises. One  method  is  the  indirect  way  of  reaching  the 
pupils  through  their  class  room  teachers.   The  principal 
employing  this  method  must  first  instruct  and  direct  the 
several  teachers  in  the  type  of.  school  spirit  which  is  to 
be  desired  and  then  trust  these  teachers  to  impart  the 
necessary  direction  and  teaching  to  secure  the  reaction 
sought.  A  more  positive  and  direct  method  is  the  one  where 
the  high  school  principal  himself  comes  in  direct  contact 
with  the  student  body  through  general  meetings  of  the 
entire  school  called  assemblies  or  convocations.   It  is 
doubtful  if  many  principals  realise  the  opportunity  which 
general  assemblies  afford  for  the  formation  and  guidance  of 
a  proper  school  spirit.   It  is  equally  doubtful  if  many  school 
principals  realize  the  importance,  inspiration  and  value  of  a 
proper  school  spirit  throughout  the  entire  membership  of  the 
high  school  student  body. 

At  Walla  Walla,  plans  were  made  for  having  three 
general  student  body  assemblies  each  week.   The  new  high 


-19- 

school  "building  provided  a  beautiful   auditorium  with 
seating  and   stage  equipment  equal    to   any  of   the  best 
theaters.      This  high  school  auditorium  was  built  in  the 
central  part  of  the  "building  and  made  easily  accessible. 
For   this    reason   the  students  could   pass   into  the  auditorium 
and   find   seats  in  less    than  three  minutes.      The  program  for 
assemblies  called   for   student  body  meetings  on  Mondays, 
Wednesdays ,  and   Fridays.     A  forty-five  minute  period  on 
each  of  these   three  days  was  devoted   to    this  purpose.      In 
order   that  the   time   of  the  assemblies  might  not  interfere 
with   the   time  given  the  regular  recitation  periods,    the 
morning  periods  were   lengthened  so    that   the  shorter  periods 
on  assembly  days  averaged  with  the   longer  periods  on  days 
when  no  assembly  was  held.      This  gave,    on  an  average,    the 
standard  forty-five  minute  period  for   the  morning  recitations, 

The  purposes   of  the  assemblies  were   three  fold: 

1-     To  give  the  principal  an  opportunity   to   build 
up  and   direct   the  spirit  and   ideals  of  the   school. 

£-   To  permit  an  opportunity  to   bring  in  outside 
speakers  and  musicians  for  the  benefit  of  the    student  body. 

3-   To  give    the  students  themselves  an  opportunity 
to   conduct  student  body  programs  as  well   as   carry  on  their 
stude at  body  meetings. 

The  program  called  for   principal's  assemblies  on 


-20- 

Monday  mornings,   assemblies  for  outside  talent   on  Wednesday 
mornings,  ani    student  body  assemblies  on  Friday  mornings. 

The  principal^  assemblies   coming  on  Kondsy  mornings 
gave  the  princioal  an  opportunity   to   present    and  direct  the 
plans  of  the   school   for  the   week.      The  principal  worked  out 
a  definite  program  for  these  Monday  morning  assemblies,    the 
purposes  of  which  were   three  fold: 

1-     To   establish  and    inculcate  certain  worthy 
ideals  for  the  students  of  the  school.      The  opportunity  was 
given  here   for  developing  community  ideals  as  well  as   setting 
forth   the    responsibility  of  individuals   to   the   social  group 
with  which   they  were  associated.      The  ideals  of  the   school 
as  a  whole",    together  with  the  means  and  action  necessary  for 
their   realization  were  presented  and   discussed.      The   occasion 
was  afforded  also  for   bringing   the    student  body  into  a  common 
understanding  and   common  realization  of  the  schools  oppor- 
tunities for  achievment. 

£-     To   take  up  wi  th    the  students  a  discussion  of 
the  problems  which  confronted   the   school  as  a  whole.      These 
discussions  usually  took  up  individual  problems  and  an 
attemot  was  made  to  indicate  the   source  or  occasion  of  the 
problem  and  to   suggest  several  possible   solutions  or  remedies. 
The    solution  chosen  was   then  set  forth,   together  with   the 


-21- 

reasons  why  this  solution  was  best  and  why  it  should  he 
adopted  and  supported  by  the  entire  school. 

3-  To  set  forth  and  present  worthy  personal 
ideals  by  inspirational  talks.   These  talks  were  designed 
to  develop,  in  general,  personal  aspirations  for  the  better 
things  in  life.   They  afforded  an  opportunity  for  the  for- 
mation of  personal,  vocational,  and  social  ideals  at  a  life 
period  when  the  pupils  were  most  susceptible  to  this  form 
of  instruction. 

The  mid-week  assemblies  offered  an  opportunity 
for  bringing  in  outside  thought,  talent,  and  influence.   The 
program  called  for  a  speech  each  week  from  some  man  or 
woman  who  was  able  to  present  a  worthy  message.   These 
speakers  were  recruited  from  the  prominent  professional 
and  business  men  of  the  city  or  prominent  speakers,  lecturers, 
public  officials,  officers,  or  statesmen  who  might  be  visiting 
the  city.  Prom  Whitman  College  it  was  possible  to  secure 
a  certain  number  of  college  professors  who  were  capable  of 
making  valuable  and  instructive  talks.  Musicians  were  also 
included  in  this  list.  Walla  -alia  was  fortunate  in  having 
three  splendid  musical  schools.   From  the  faculties  of  these 
schools  splendid  musicians  were  invited  to  appear  before  the 


-2£- 

student  "body  throughout   the  year.      Several  times  during 
the  year  the   head  of  the  Whitman  Conservatory  of  Music  who 
was   a  talented  leader  in  community  singing  came   before  the 
student  body  and   led    the  whole   school  in  songs. 

The   influence  of  these   outside  people   upon  our 
student  body  was  one    of  the  most  valuable    educational 
experiences  of  the  year.      They  brought  "before  the   students 
a  great  breadth  of  view-point  and   served  in  a  large  measure 
to   inculcate  the  feeling  that  the  school  was  in  touch  with 
the  community  and  in  reality  a  part  of  actual  life. 

The  student   body   assemblies  which  were   held   on 
Fridays  served  several  purposes: 

1-     They  offered  a  definite   tim«  for  the   students 
tfi  hold   their   student  body  rallies  in  support  of  athletic 
teams  and  student  body  undertakings.      They  offered  an 
opportunity  for  meetings  of  the  student  body  organizations. 
A  part  of  the  program  of  student  assemblies  called  for  the 
presentation  hy  each  of  the  four  high  school   classes  of  a 
forty-five  minute  class  program  at   stated  intervals.      Con- 
siderable  rivalry  developed  between  the   classes  as   to  which 
class  would  put  on  the  most  worth-while  program.      These 
programs   offered   to    the  pupils  of    the    school  a   chance   to 


-23- 

appear  "before  a   large  audience  and    to  secure  the  valuable 
training  which  would  necessarily  result   therefrom. 

At  these   student  bo  dy  assemblies  the  high  school 
band,    orchestra,  and  glee  clubs  appeared  regularly.      This 
gave  these  musical  organizations  an  opportunity  for  public 
appearance  and  was  a  great  incentive  for  exoellency  in   their 
work.     Educational   "Movies"  as  v/ell  as  musical  appreciation 
programs  by  the  use  of   the   high   school  victrola  were  regular 
features.     Altogether,    these  student  body  assemblies  were 
looked   forward   to  by   the   student   body  with  a  tremendous 
amount  of  interest. 

The   effect  of  these  assemblies  upon  the  student 
body  may  be   summed  up  as  follows: 

They  developed  in  the  students  an  interest  in  and 
an  enthusiasm  for  their  school    that  could  not   have  been 
accomplished  in  any  other  way.      This  was  because  the  assem- 
blies made  the  school   attractive  and   interesting.     These 
assemblies  developed  a   student  body  spirit   that  was  all- 
powerful   in  its   influence  upon  the  school  and   upon  the 
attitude  of   the    students   toward    their  school.      They   enabled 
the  high  school  principal   to   guide  and   direct  the   ideals 
and  community  spirit   of    the   entire  student  body.      The   im- 


-24- 


portance  of  this   opportunity  and   the  possibilities  that 
it  opened   for  the   guidance  and   direction  of  the  pupils 
in  the  formation  of  their  ideals  and   standard  of  community 
conduct  cannot  he   overestimated. 


-25- 

STUDENT  CO-OPEBATION  IN  SCHOOL  GOVERNMENT 

The  phase  of  our  secondary  education  which  is 
most  open  to  criticism  today  is  our  plan  of  school  disci- 
pline or  government.   This  has  justly  "been  declared  to  be 
the  most  undemocratic  and  unamerican  part  of  our  educational 
scheme,  '.'hen  our  fore- fathers  created  upon  this  continent 
a  new  nation,  they  provided  a  governmental  democracy  that 
would  fill  the  needs  of  a  free  people.  But  when  our  schools 
were  founded,  European  systems  of  education  were  transplanted 
almost  bodily.  In  Germany,  autocracy  was  deliberately  estab- 
lished through  a  system  of  education.   Until  the  outbreak  of 
the  world  war  our  American  educators  were  so  enamored  by  the 
glitter  of  the  "efficiency"  of  the  schools  of  autocratic 
Europe  that  they  failed  to  see  the  need  of  developing  a 
system  of  discipline  that  would  be  in  keeping  with  the  training 
for  citizenship  in  a  democracy. 

Truly  enough,  a  few  sporadic  efforts  have  been  made 
to  establish  so  called  self-government  and  some  of  these 
attempts  have  proved  a  great  value  in  developing  this  field. 
These  isolated  experiments  have  generally  failed  for  one  or 
more  of  the  following  reasons: 

1-  Teachers  are  educated  and  trained  under  an 


-26- 

autocratic  system  and  are  not  qualified  or   fitted   to  teach 
by  any  other  system  of  discipline. 

2-  It  is  much  easier  to   rule   or  control  under 
the  autocratic  system. 

3-  It  is  a  human  failing   to  love  power  and 
hence  more  congenial   for  the   teacher  to  exact  and  demand 
obedience    to   his  desires   than  to  win  it  through  admiration 
and   respect  for  his   intelligence  and  leadership. 

4-  Teachers  are    often  so   enamored  of  their 
subjects  that   they  become   subject   teachers.      They  lose  sight 
of  the   fact   that  subjects  are  only  the  tools  for  teaching 
manhood,   womanhood,    character  and   citizenship  by  developing 
unselfish  co-operation,    fairness,    service,    will-power,   self- 
control  and   personal  responsibility. 

5-  So-called  self-government    schemes  have 
depended  upon  an  elaborate  and  complicated  constitution 
for  their  success  when  the  machinery  should  be   simple  and 
workable. 

6-  So-called   self-government  schemes  have   thrown 
entire  control  and  authority  upon  immature  adolescents  and 
excluded  the   faculty  from  participation  when  training  for 
citizenship   should  have  been  achieved  by  the   careful  develop- 


-27- 

ment  and  habituation  of  the  fundamental   processes  of 
self-control  and   community  interest  under  the  guidance 
and    direction  of  the   school  faculty. 

.The   fact  that  some   of  the:;e  experiments  have 
failed  does  not   in  any  sense  prove  that  our  students 
should  "be  denied  the  development  which  would  come  to 
them  if   they  were    given  a   part  in  their  school  government. 
If  Bolshevism  fails,    it  would  not  he  conclusive  proof 
that  Russia  should   return  to  autocracy.      Conditions  in 
America   today  make   imperative  a   higher  order  of  citizen- 
ship  than  ever  before.      The   nation  is  turning  to    our 
schools   and  demanding   that  .citizenship   for  a  Democracy 
be   taught.     Our  secondary  schools  afford  a  wonderful  labora- 
tory for  the  training  of  such  citizenship.      The  high  school 
age  is  a   fortunate  period.     Habits  of  participation  and 
active  interests  in  community  affairs  can  easily  be  estab- 
lished at    this  period  and  made  life  long  possessions.      This 
is  the   time   to   fix  and  develop  within  the  youth  the   capacity 
of   self-control  or   self-government.      The   student   is  best 
developed  through  productive  activities;   that  is,    through 
positive  visible  achievement   in  doing,   making  or  producing 
something.      The   old  adage  "we  grow  by  doing"  applies  here   if 


-28- 

anywhere.     To  give  the  pupil  a  part  in  the  government 
of  his  school  furnishes   the   finest  kind  of  exercise 
possible  to  prepare  him  for  a  citizens  part  in  a 
"Great  Democracy". 

The  participation  of  students   in  their  school 
government  does  more   than  train  for  citizenship  in  the 
narrow   sense.     It  is  a  solution  of  many  of  the   student 
body  oroblems  which  arise  in  every  school.      It  affords 
the  students  an  opportunity  for  active  participation  in 
social  and   local  political  problems    furnishing  an  outlet 
for  the   exuberant  activity  of  youth  which  is    bound   to  be 
expressed  in  some   other  form  if  not  given  a   legitimate 
outlet.      The  propensity  for   secret  societies  or  school 
frats,   social   cliques,   clubs  and  such  undesirable  by- 
products of  our  present  system  of  school   control,    is   simply 
the   self  directed  expression  of  the  students*    social  pro- 
clivities.     These   activities  could  be  made  productive   to  the 
student   and   of  gratt  value   to   the  school  if  directed  through 
the  channels  of  participation  in  school  control.      Student 
participation  develops   the  student  personally.      It  fosters 
democracy,   fair  play,,    unselfish  service,   self  control, 
consideration  of  the   rights  of  others  and   respect  for  the 


-29- 

laws  of  the   social  group.     It  develops  school  spirit   to 
the  highest  possible  point.      This   is  not  only  of  great 
value   to   the   school  hut  to   the  community,   for  in  the  final 
analysis   there   is  only  the  difference  of  contact  between 
school   spirit  and  community   spirit.      School  spirit   is 
simply  practice  training  for  a  virile  and  active  citizenship. 

For  the  past   seven  years   the  high  school  at 
Walla   Walla,   Washington,   has  been  conducted  under  a  system 
of  student  and   faculty  co-operation  of  school  control.      The 
results   obtained  have  been  so  striking  that  a  brief  account 
of  the  experiment   is  here   given.      The  first  step  in  this 
experiment  was  an  advertising  campaign  to  acquaint   the 
pupils  with   the  purposes,   plans  and  requirements  of  self- 
government.      This  was  carried  on  throughout   the  whole  school 
at  once.     Oacasional  discussions  were  held  in  the   classes  at 
recitation  periods  and   the   entire   field  was  carefully  covered 
in  assembly  talks.      The    expression  and  debate  classes  took  up 
the    theme  and  put  on  several  student  assemblies  which  brought 
out   the  various  phases  of  both  sides  of  the   question.      Grad- 
ually  the   feeling  in  favor  of  student   co-operation  grew 
into  a  demand   which  was  accompanied  by  an  understanding  of 
the   full  responsibilities  and   necessary  labors  such  an  under- 


-30- 

taking  would  entail,  A  constitutional  committee  was  appoint- 
ed and  a  constitution  was  drawn  up  which  was  conspicuous  for 

1. 
its  simplicity.     It  recognized  that  all  successful  high 

schools  must  be  adequately  governed  and  controlled;  that  the 
authority  for  such  control  rested  with  the  principal  and 
teachers  and  that  any  part  of  such  control  delegated  to  the 
students  is  a  trust  and  an  opportunity  not  to  he  regarded 
lightly.  Officers  were  provided,  consisting  of  a  president, 
vice-president,  secretary  and  treasurer  and  a  judicial 
council.   This  latter  is  made  up  of  the  above  officers, 
the  four  clas3  presidents  and  two  boys  and  two  girls 
elected  from  the  student  body  at  large.  All  elections 
were  to  be  held  in  a  manner  similar  to  those  employed  at 
general  elections  in  the  state  and  city.  Nominating  com- 
mittees were  to  be  appointed  representing  the  various 
interests  of  the  school.  Two  or  more  tickets  were  usually 
put  in  the  field.   ITo  student  could  be  a  candidate  whose 
school  work  or  school  record  did  not  meet  the  approval  of 
the  principal.  Since  the  student  body  was  previously 
educated  up  to  the  proper  attitude  toward  their  responsibil- 
ities it  is  needless  to  say  that  the  most  desirable  students  of 
the  whole  school  were  always  chosen  for  these  important  offices. 
1.   See  Appendix  A,  page  -118. 


-31-  \ 

The  faculty  of  the   school  kept   the   ideals  and  pride  of  the 
student  "body  at  a  high  ebh  and   experience  developed  the  fact 
that  the  students  appraise  the  worth  and  reliability   of  their 
fellows  even  more  accurately  than  the  average   teacher.     Add 
to   this  the  fact   that  the  responsibility  of  office  brings 
conscientious  and  pains-taking  effort  on  the  part  of  the 
office-holder  and  the  possibilities  with  the  adolescent   in 
this  regard  are  apparent. 

The  part  played  by  the  teachers  was  indirect. 
They  were  not   active  citizens  but   their   council   and  advice 
was  sought    to    such  an  extent   that  in  reality  they  controlled 
the   school.      In  other  words   they  moulded  the  public  senti- 
ment  of  the  school.      The  principal  was  ex-officio   a  member 
of  the  council  and   of  all   committees.     He  acted  in  an  advis- 
ory capacity  and  had  veto  power  over  all  matters.     It  may 
be  added,    however,    that  this   veto  power  never  was  exercised. 

This  experiment   in  student  self-government   differed 
in  one  respect   from  any  other  with  which  the  writer  is    familiar. 
There  were  no  petty  officers,    policemen,   monitors  or  sheriffs 
whose  duty  is   was  to  enforce  the  law.      There  was   substituted 
for    these  officers  the  whole  student  body  of  the   school.     It 
was   every   student's  duty  and  obligation  to   report  every  in- 
fringement of   the  law  which  came    to   his  observation.      Such 


-32- 

a  report  was  made  out  in  writing,  signed  and  deposited 
through  a  slit  in  a  conveniently  placed  box.   School 
sentiment  in  favor  of  law  enforcement  and  good  government 
was  so  strong  that  the  result  was  that  practically  every 
offense  was  reported.  Laws  were  enforced  much  better 
than  could  be  accomplished  by  a  whole  regiment  of  police- 
men.  This  arrangement  had  the  added  advantage  of  giving 
every  pupil  in  the  school  a  part  to  play  in  the  government 
of  his  school.   It  had  here  a  distinct  advantage  over 
other  forms  which  delegate  a  small  per  cent  of  the  entire 
number  of  students  to  act  for  them  as  policemen  to  enforce 
the  law.  Further,  it  taught  the  important  lesson  of  the 
activity  and  responsibility  which  every  citizen  of  a 
democracy  should  play  in  it's  government.   The  government 
of  the  school  did  not  rest  on  a  few  shoulders  but  fell 
upon  the  entire  student  body.   The  controling  force  of  the 
school  was  therefore  not  the  strength  of  a  few  officers  but 
the  mighty  public  sentiment  of  the  entire  school.  A  culprit 
may  gain  sympathy  and  a  following  by  a  plea  against  a  teacher 
or  an  officer,  but  he  is  kicking  against  a  stone  wall  when 
he  attempts  to  go  up  against  public  opinion.  Ho  adolescent 
will  long  fight  against  this  power.  For  this  reason  there 
was  no  trouble  in  enforcing  the  laws  and  there  was  never 


»l*o 


-33- 

any  troublesome  "back-kick"  after  justice  had  taken  its 
course. 

For  the  first  year  the  students  were  given  control 
of  the  corridors  only,  Eules  and  regulations  governing 
hall  conduct  were  drawn  up  by  the  council  and  accepted 
by  the  student  body  assembly  as  the  constitution  required. 
Teachers  were  withdrawn  from  the  halls  and  better  conduct 
obtained  than  was  ever  had  before.   The  next  year  the 
students  requested  that  their  activities  be  extended  and 
they  were  given  control  over  the  student  assemblies  in 
the  auditorium,  where  over  1100  students  were  brought  to- 
gether. All  that  was  necessary  to  effect  this  was  for  the 
council  to  draw  up  rules  and  regulations  governing  conduct 
in  assemblies  and  present  them  to  the  student  body,  where 
they  were  promptly  accepted  and  declared  in  effect.   Teachers 
were  withdrawn  as  monitors  and  the  results  obtained  in  the 
corridors  were  duplicated.   It  is  customary,  as  was  previously 
stated,  in  the  course  of  the  year,  to  bring  in  many  outside 
speakers  and  musicians  for  student  assemblies.   Scores  of 
these  people  declared  that  this  high  school  student  body 
accorded  them  the  be3t  conduct  and  closest  attention  they 
had  ever  received  from  any  audience. 


fad 

- 


ari4 


-34- 

As   the  students  developed  capacity  and  a  desire, 
other  phases  of   control  were  turned  over  to    them  until 
finally  even  the  study-halls  were  placed  under  student 
government.      The  building  plan  of   this   high  school  pro- 
vided a  large  study  hall  for  each  of  the   four  classes. 
Curing  each  period  of  the   day   the  study  groups  were  broken 
up  into  units  of  from  forty  to   one  hundred  pupils,     When 
these  halls  were   taken  over  a   slight    elaboration  of  govern- 
mental machinery  was   necessary.      If  the    teacher  was  to  "be 
removed  it  would  be  necessary  to   have    some    one  take   the 
attendance  roll  and  keep  a  check  on  students  leaving   the 
room.      To  provide   for  this   it  was  determined  to    select  a 
student  from  each  room  each  period  whose  duty  it   was   to  do 
theue   things.      These  were  designated  as  proctors  though 
they  had  no  power  or  authority  over  the  room  and  were 
promptly  reported   to   the   Council   if  they  failed  in  the 
dispatch  of  their   official   duties.      These  proctors,    together 
with  their  alternates  were  elected  by  the  pupils  of  each 
study  period.      They  occupied  a  desk  at  an  advantage  point 
where   they  could  quickly   take   the  roll  and   keep  a  check  on 
students  who  left   the  room. 


■ 


-35- 

The  rules  of  conduct  drawn  up  "by  the  Council 
for  governing  study  halls  were  more   severe  than  those 
enforced  by  the   ordinary  teacher.      They  prohibited  any 
communication  or  transfer  of  notes  after  the   tardy  bell 
had  rung  at  the  beginning  of  the  period.      There  was  to  be 
no  noise,    disturbance  or  distraction  of  any  kind.      Students 
leaving  the  room  were   to  leave   quietly  after  checking  time 
of  departure  and  no   two  persons  were  to  leave  the  room  at 
the   same  time.     The   rooms  were  to  be  maintained  for   study 
purposes  only.      The   success  of  this  was  both  instantaneous 
and  striking.      The   results  far  surpassed  all   expectations. 
These  study  halls  were   more  orderly  and  better  governed 
under  student  control   than  they   ever  were  under  a  teacher* d 
supervision.      The  writer  has  personally  visited  each  of 
these  study-halls  every  period  of   the  day  for  several  days 
at  a  time  without  finding  a  single   student    out    of  order 
or  inattentive  or  in  communication  with  another.      There  were 
many  days  when  a  room  full   of  pupils  studied   through  a   forty- 
five  minute  period  without  a  single    case   of  communication  or 
disturbance.      I  know   that    to  a    teacher  who  has  lost  faith  in 
boys   and   girls   this  will   seem  incredible  and   grave  doubts 


-36- 

will  arise  in  the  minds  of  veteran  teachers,  whose  years 
of  experience  as  a  policeman,  assigned  the  task  of  sitting 
on  the  safety  valve  of  adolescent  exuberance,  will  have 
incapacitated  them  to  conceive  of  such  a  thing  being  a 
reality.   Yet  this  condition  was  obtained  and  carried  past 
the  stage  of  novelty.   It  was  established  as  a  custom  in 
this  school.  The  attitude  of  the  upper  classmen  in  bringing 
the  freshmen  into  harmony  with  their  system  each  year  was 
conclusive  evidence  that  student  co-operation  is  a  natural 
function  when  once  thoroughly  organized. 

i'he  reason  for  the  success  of  this  plan  was  two 
fold:  .First,  the  public  sentiment  of  the  school  was  devel- 
oped so  strongly  in  favor  of  student  co-operation  and  backed 
up  all  efforts  for  the  success  of  the  enterprise  to  such  an 
extent  that  no  opposition  or  grievance  could  gain  a  stand 
against  it.   Secondly,  the  plan  of  having  every  student 
report  law  infringements  brought  practically  every  guilty 
offender  quickly  to  account  for  his  acts. 

It  may  prove  interesting  to  explain  in  detail  how 
offenses  were  tried  and  punished.   Suppose  a  student  whispered 
in  the  auditorium,  during  an  assembly  when  a  speaker  was  on 
the  platform.  He  was  sure  to  be  seen  and  a  report  of  his 


-87- 

conduct  was  slipped  in  the  Council's  "box.  He  never  knew 
who  reported  him  but  at  the  next  weekly  meeting  of  the 
Council  he  was  summoned  before  them  and  the  charge  against 
him  read.   In  nearly  every  case  the  report  was  correct  and 
the  offender  plead  guilty.   In  case  he  plead  not  guilty  he 
was  detained  in  an  adjoining  room  while  the  one  who  reported 
him  was  brought  before  the  Council  to  substantiate  the  re- 
port in  detail  and  possibly  name  witnesses  to  prove  his 
contention.  Right  here  let  it  be  said  that  the  adolescent 
seemed  to  intuitively  sense  a  false  attitude  on  the  part  of 
either  a  reporter  or  one  accused.  After  they  had  made  their 
investigations  their  findings  were  almost  sure  to  be  correct. 
They  also  quickly  sensed  and  would  not  tolerate  any  spirit 
of  retaliation,  "spite"  or  "grudge"  which  might  find  its  way 
into  the  making  out  of  a  false  report.   Such  offenders  were 
quickly  punished.  When  an  offender  was  found  guilty  of  break- 
ing a  law  some  member  made  a  motion  as  to  what  the  penalty 
should  be.  This  had  to  be  carried  by  a  two-thirds  vote  of 
the  Council.  For  such  an  offense  as  whispering  in  assembly 
the  offender  was  usually  excluded  from  assemblies  for  a  given 
period  and  assigned  to  a  study  room  during  these  exercises. 
Repeated  offenders  were  publicly  humiliated  or  assigned  a 


-38- 

certain  section  of  poetry  to  be  committed  and  later  read  to 
the  Council  or  in  assembly.  Hall  and  grounds  offenders  were 
deprived  certain  privileges  for  a  given  time  or  assigned 
themes  to  write  or  other  similar  tasks.  Offenses  such  as 
whispering  or  creating  a  disturbance  in  study  hall  were 
penalized  by  sending  those  guilty  to  a  study  room  which 
was  kept  each  period  under  supervision  of  a  teacher.  This 
room  was  called  "pest-room".   To  be  sentenced  there  was 
considered  a  disgrace  as  it  reflected  on  one's  powers  of 
self-control.  After  a  satisfactory  period  of  good  behavior 
a  culprit  was  paroled  from  prison  and  given  a  new  chance 
in  the  student  study  hall. 

After  seven  years  of  the  successful  co-operetion 
of  students  in  the  government  of  their  school  certain  de- 
ductions may  be  made  regarding  the  results  of  student 
government.  Of  these  the  results  on  the  teaching  force  of 
the  school  are  very  striking.  When  a  teacher  is  relieved 
from  the  necessity  of  policing  a  hall  and  must  no  longer 
spy  on  offenders  in  assembly;  and  when  he  is  given  a  free 
Deriod  instead  of  police  duty  in  a  study  room  each  day  he 
is  removed  from  the  most  undesirable  features  of  a  teachers' 
work.  Now  that  he  is  no  longer  a  spy  and  a  policeman  the 
pupils  come  to  regard  him  in  a  different  light.  He  may 


-39- 

spend  the  periods  before  and   after  school   in  his  class- 
room for  chats  or   conferences  with   students.      There  is  no 
wearing  discipline  duty  to  take  his   time  and   sap  his  energy 
and  he   comes  to   his   classes  with  more  vim  and  enthusiasm  as 
well  as  with  a  more  carefully  prepared  recitation.     All  of 
his   energy  may  be  placed  where  it   counts  most  and  he  becomes 
attractive  and  magnetic   to  many  pupils  who   shunned  him  as 
a  policeman.      Thus   the    teacher  is  placed  in  a  position  where 
the  pupil   seeks  his  council  and   guidance  and  with  the  use 
of  tact  and   judgment  he  may  acquire  a  positive   influence 
over  a  large  group  of  students  that  would  never  have  been 
possible   under  an  autocratic   form  of  teacher  control.      The 
development   of  the  spirit   of  co-operation  in  matters  of 
government  is  carried  over  into  classroom  work.     A  better 
and  higher  type   of  work  is  secured,   because  the   teacher 
has  a  better  chance  to  present  his  subject  and  because  the 
pupil  sees  in  the  teacher  an  inspirational   leader. 

The  results  on  the   students  were  even  more  impress- 
ive.     The  halls,  assembly  and   study  rooms  were  kept   in  better 
order,   but  that  was  only  the  physical  manifestation  of  the 
gain  made.      The  co-operative  spirit  was  carried  over  into 
every  phase  of  school   life.      The  students   came  to   regard  the 


-■1    eaaoo   ari  ta& 

'30    dlOffi     3     .  IJ  2v;    83     IX'ttft' 


-40- 

school  as  their  own  school  in  a  sense  they  had  never  realized 
before.  A  feeling  of  personal  pride  and  interest  attached 
itself  to  every  phase  of  school  activity.   School  spirit  or 
school  pride  took  the  place  of  indulgence  of  personal  whims. 
This  spirit  covered  every  detail  of  school  life  and  its 
application  may  he  illustrated  in  the  change  of  conditions 
in  the  sanitary  rooms.  like  all  schools  under  teacher  con- 
trol, the  walls  of  the  sanitary  rooms  were  frequently  be- 
smirched with  foul  picture  or  suggestive  verse  in  spite 
of  closest  kind  of  supervision.  Under  student  control  such 
things  were  practically  eliminated.   These  students  had  too 
great  a  pride  in  their  school  to  commit  such  an  offense.   It 
would  have  reflected  too  seriously  upon  the  honor  of  the 
student  body.   Those  whose  pride  wan  not  so  great  were  too 
fearful  of  the  consequences  of  such  an  act  to  attempt  it. 
There  were  no  written  rules  or  laws  covering  these  rooms  nor 
were  they  necessary.   The  fact  is,  public  sentiment  was  too 
much  against  such  acts  to  make  them  worth  the  doing. 

This  same  spirit  operated  to  the  advantage  of 
scholarship.   Teachers  who  have  been  on  the  faculty  of  the 
school  for  many  years  attest  that  never  before  was  such  a 
fine  spirit  of  effort  and  co-operation  shown.  New  teachers 


. 


-41- 

coming  into  the   school  for   the   first  time  always  marveled 
at  the   fine  spirit   of  co-operation  and    fellowship  shown. 

This  enthusiasm  also  worked  wonders   in  the  inter- 
scholastic  activities  of   the    school.      In  athletics  this   high 
school  forged  rapidly  to   the  front.     In  debate  and  declamation 
the  efforts  of  the  school  were  equally  as  successful.      Such 
results  reflect  the    enthusiastic  and  unselfish  co-operation 
of  every  student   in  the   school. 

These  are  only  a  few  of  the  by-products  of 
democracy  in  school  government.      The  great  value  is  the 
moral  gain.      It  is  better  for  one  pupil   to    do    "the  right" 
by  the  exercise  of  his   judgment  and   self  control    than  for 
one  hundred  pupils    to  do  "the  right"  because  compelled  by 
teacher  authority  to  do  so.      In   the   first  case  "character" 
and  will-power  are  developed  while  in  the   second  case  the 
sppeal  is  made   to   cowardice. 

Our  final  conclusions  on  the   results  of   student 
government  is.  that  it  is  of  tremendous  value  in  citizenship 
training.      Citizenship  cannot  be  made  by  signing  papers   or 
studying  books;   it  must  be  lived.     As  supervised  study  is  a 
laboratory  method   of  learning  a  subject,    supervised  self- 
government  is  a  laboratory  method  of  learning  citizenship. 


roa 


)(X0 


tfal 


-42- 

The   strength  of  our   democracy  lies  in  our  individual  voters. 
The  weakness  of  our  democracy  is  in  the   fact   that  citizens 
do  not  interest  themselves,    in  the  affairs  of  government, 
enough   to  get  out   and  vote   corrupt  politicians  out   of  office. 
Student  co-operation  in  school  government  develops  a  high 
sense  of  responsibility  regarding  community  affairs.     It 
habituates   those  qualities  of  citizenship  most  highly  de- 
sirable in  a  free  democracy. 


-43- 

INTiSRCLASS  CONTESTS 

Wherever  educational  Institutions  grade  the 
progress  of  pupils  by  the  use  of  class  organizations 
there  is  likely  to  appear  a  class  spirit  or  class  loyal- 
ty which  will  manifest  itself  in  various  ways.   In  sec- 
ondary schools  the  adolescent  pupils  are  at  an  age  of 
intense  emotionalism  and  for  that  reason  are  likely  to 
enter  into  class  spirit  with  more  zeal  and  enthusiasm 
than  is  found  among  students  of  any  other  age.   This 
class  spirit  or  enthusiasm  turns  into  a  feeling  of  an- 
tagonism against  other  classes  in  the  institution.  Usu- 
ally this  feeling  begets  a  desire  to  show  and  establish 
class  superiority. 

If  class  spirit  is  not  guided  and  directed  it 
will  find  an  outlet  in  certain  activities  which  are  often 
highly  undesirable.  Such  was  the  case  at  Walla  Walla  in 
1914  where  the  students  were  left  to  guide  and  direct 
their  own  class  feelings.   The  form  of  contest  which  they 
chose  was  class  rushes,  class  color  days,  the  painting  of 
class  numerals  and  class  colors  on  buildings  and  side- 
walks, the  nailing  of  class  colors  on  the  top  of  the 
flagpole  and  in  this  particular  school  it  had  become  a 


f 
■ 


-44- 

oustom  for   the   upper   classmen  to   seize  the    incoming 
Freshmen  each  Fall  and    cut  their  hair   with   scissors  or 
clippers.      In  several  instances  this  resulted   in 
serious   injury  to   the   participants  and   as   this    form  of 
class  contest  was  carried  on  after  dark,   it  was  difficult 
to  place    the  blame.      The   display  of   olass  spirit    exhibited 
here  was  not  different  than  that  which  is    found  in  other 
places,    except  that  it  ./as  probably  more   aggravated  because 
none  of  these   school  activities  were   directed   and  aa   is 
customary  in  oases  where  pupils  are  left  to  their   own  judg- 
ment  they  chose   an  undesirable   method  of   displaying  their 
class  spirit.      The    tremendous  amount  of  enthusiasm  and 
desire    for    activity  here   displayed,    presented   in  the   form 
in  which  it  was,    oreated  a   formidable   problem.      Unquestion- 
ably,   if  this    same    exhuberance   and   spirit   could  be   directed 
in  a  legitimate  channel  it  would  be  a  wonderful   opportunity 
for    a  wholesome   activity.      With  this   idea  in  mind  it  was 
decided   to  take   hold   of  interclass  affairs  and  have    them 
conducted. and   controlled  by  an  organization  of  1ho   classes 
themselves  which  would  be   known  as   an  Interclass    Organiza- 
tion. 

To   carry  out   the   plan  of    Interclass   Organization 
each  class  was   asked  to  elect  one  boy  and   one  girl  to  repre- 


■ 


■ 


38J 


-45- 

sent   that    class   in  an  Interclass     ounoil.     Each  class 
immediately  elected  two  representatives  and    these   students 
met  with   the   high   school  principal  to   draw  up   an   Interclass 
Compact  which  would  govern  ard    control   all   interclass 
affairs.      The    following  is   the  form  of   Interclass   Compact 
which     was  drawn  up  and  later  adopted  fcy  each  of  the  several 
classes. 

WALLA  WALLA  HIGH  SCHOOL 

INTZR- CLASS   COMPACT 

Article    I 

This  organization  known  as  the    Inter-olass    Council 
shall    consist  of  nine   members:      The    High  School  Principal 
and  two  members   (1  boy  and   1  girl)    from  each  high  school 
class.      This    Council   shall  have    control  of  all   Inter-class 
contests  and   affairs;    shall  work  out  rules  and  schedules 
governing  same   and  act  on  protests,    etc.      This    Council 
shall  be   controlled   in  all  matters  by  a  majority  vote  with 
veto  powers  left   in  the   hands  of  the    Principal. 

Article  II 

The    signature   to    this  compact,    of  the    Council 

members   of  any  class     binds   the  class,    both   as   a  class 
and   as  individuals. 


»| 


-46- 

Article    III 
In  the  formation  of   this    Compact,   eaoh  class 
agrees     as  a  class  and   as  individuals  to  refrain  entirely 
from  any  and    all   forms  of   class  interference,    (or   class 
scraps  or   contests  of    any  sort)      except  those  agreed  upon 
in  regular  and    full  meeting  of  the    Council.      Violation 
of  this  article,   disqualifies  the    class  whose   members 
are  guilty,   from  the    next  regular   contest  and  voluntarily 
invokes  a   severe  penalty  upon  the    individual  offenders. 

Article    IV 
Class  eligibility  in  contests  for  the   first 
semester  shall  be    as    follows:     Freshmen,    all  whose  H.    S. 
credits  are  7  or  less;    Sophomores,   those  who  have    from 
8  to  15   credits;    Juniors,    those   wtoo  have   from  15  to   22 
credits;    Seniors,    22  or   more  credits.      Second   semester: 
Freshmen,   9   or   less;    Sophomores,   10  to  18;    Juniors,   18  to 
27;    Seniors,      27  or  more. 

Article   V 
Contests  will  be  held  in  Football,   Boys'   Basket- 
ball,   Girls'   Basketball,   Debate,   Declamation,    Indoor  Base- 
ball  (boys   and    girls).    Tennis,  Boxing,    Wrestling,    Track 
and   Baseball.     By  a  unanimous  vote    of   the    Council   other 
events  may  be   decided  upon. 


-47- 

Unless  otherwise  voted,   points   shall  be   awarded 
to  the    winners   in  each  contest  as  follows:      First,    7  points; 
second,   5  points;    third,   3  points  and   fourth,   1  point. 
Failures  of  any  class  to  enter  a   team  in  any  contest  shall 
forfeit  5   points    for  such   class.      Glasses  playing  in- 
eligibles  as   designated  in  Art.    IY,   shall   forfeit  5  points 
for   each  such  offense.      No  penalty   shall  be  inflicted   for 
violations  after  one    week  has   elapsed. 

Article   YII 
Class  which  has   won  greatest  number  of  points 
during  the   year  has  established  its   superiority,    and 
shall  be  awarded  a  suitably  engraved   trophy. 

Signed:      CLASS  REPRESENTATIVES 

A  meeting  of  the    Interolass    Council  was   oallod 
and   schedules   for   the    first  interclass   contests  were  drawn 
up.      The   first  contests  were  held  in  Interclass  Basketball. 
At  first  schedules  were  made  whereby   in  the   preliminaries, 
the    Junior  class  met  the    Senior  class   and  the  Freshman 
class  met  the   Sophomore   class.      In  the   finals,   the   winners 
of  the    two  preliminary  games  would  meet.      This  made  a   three 
game    series  for  a   contest.      This   form  of  schedule    soon 


H»I 


unc;- 


-48- 

proved   to  be  undesirable   because   if  the    two  best   teams   in 
the   school  happen  to  be   two  teams  which  met  in  the    prelim- 
inaries,   the    second   best  team  would  not  have    an  opportunity 
of  winning  better  than  third  place.      After  this   fact  had 
been  demonstrated  it  was  voted   that   for  each   contest  a  six 
game   series    should  be  played.      This   would   permit  each  class 
to  meet  each  other  class   and    superiority  was   determined  on 
a  percentage  basis.      It   soon  became    apparent    that  some   rules 
must  be  made   imposing  penalties  upon  a  class  which  played 
ineligible s.      This   was  met  by  adopting  the    rule   tiiat  twenty- 
four  hours  previous   to    the   time    of  starting  ary  contest  each 
class  must  have  posted  on  the    school  bulletin  board  a  list 
of  the    contestants  they  planned  to  use    in  suoh  contests. 
This  gave  the    competing  classes  an  opportunity     to   investi- 
gate  the    eligibility  of   any  player  and    protest  him  before 
the   contest  was  held.      Any  class  which  did  not  post  its 
list  of  players   on  time   was  penalized   five  points.     Any 
olass  which  played  an  ineligible    member  was  to   be   penalized 
five  points.     All  sohodules  were   drawn  by  the   Interclass 
Council   sitting  together.      Referees  and  Umpires  were  also 
selected  by   the    Interclass   Council  and   in  case   of  protest 
the    Interclass   Council  acted  as  a  trial   court  and  handed 
down  a  decision  or  an  aw?-rd  in  each  instance. 


-49- 

JJosides   contests   in  all  forms  of  athletics   for 
both  boys  and  girls,   interclass  debate  was  provided   for. 
The    debates  were   held  in  the   high  sohool  auditorium  after 
school  hours  and  usually  brought  out   a  packed  house.      In 
the    Interclass  declamation  contest,   each   class   presented 
three   speakers,    one    in  an  oratorical  section,    one  in  a 
dramatic  group,    and   one    in  the    humorous   group.      Outside 
competant  judges  were   secured   ior  this   contest  which  was 
usually  held  in  the    evening   in  the    hi^i    school  auditorium. 
The  high  school  musical  organizations  furnished  music  and 
an  enjoyable    entertainment  was  provided  which  the    community 
never  failed  to  patronize   and   appreciate.      Speakers  winning 
a  first  place  in  the   interclass  declamation  contest  were 
chosen  to  represent    the   high  school  in  interecholastic  con- 
tests  of  a   similar  nature. 

xha   interclass  musical    contest  was  provided  to 
give  those   who  were  particularly  interested  in  music  an 
opportunity  to   take   part  in  the    activities   of  the  school. 
JSach  class  presented   three  musicians,    one   on  the  piano, 
one   vocal,    and  one    on  any  instrument    other  than  the   piano. 
These   contests  were  held  in  the   evening  similar  to    the 
declamation  contest  and   aroused  a   tremendous  amount  of 
interest. 


Mfl 


-50- 

The   scholarship  contest  automatically  continued 
throughout   a  semester.      At  the    end   of  a  semester,    the    grades 
of  every  pupil  in  each  class  were  averaged.      The    class  with 
the    highest  average  was   given  first  place   and    the    others 
were  rated   accordingly. 

The    school  loyalty  contest  embraced  several   items. 
Among  the  Be   were    ticket   selling  for  school  contests,   the 
support  of    school  enterprises  by  attendance  and  attendance 
of  students  upon  their   class  work  as  was  indicated  by  the 
attendance   records  in  the    secretary's  office.      There   is   no 
doubt  but  that  the    class  spirit  had  a  very  desirable    effect 
upon  the   matter  of  attendance  and  punctuality. 

Several   special   Contests  were  voted   in  by  the 
Interclass   Council,    a  few  of  which  will  be   shown  here    as 
a  means  of  demonstrating  the    possibilities  and   variations 
which  are  possible   under  different   forms  of  organized  inter- 
class contests.      In  the    Spring  of  1915,    it  was   decided  to 
call   a  bond   election  to  provide  bonds    for  a  new  high  school 
building.      The    people    of  Walla  Walla  had  twice   before    in  a 
period   of     eighteen  months   voted  down  by  overwhelming 
majority  bonds   for  a   new  building.      The   pupils   themselves 
undertook  the    conduct  of   the    bond  campaign  and   determined 
to   arouse   enthusiasm  in  the    community  and   support   for   the 


-51- 

bonds  by  a  series  of   interolass  oontests.      The    first  of 
these   was  a  contest  held  throughout  the  whole  school  for 
the   best  articles  presenting  arguments  why  the  voters 
of  Walla  Walla  should  vote   for  the  bonds.      The  best  of 
these   student    compositions  were  published  in  the    daily 
papers  over  a  series  of  several  weeks.     Another   form  of 
contest  was  an  interolass  vote   getting   contest.     A  cam- 
paign for  a  slogan  was  held  and   the    slogan  selected  was 
placed  upon  10,000  celluloid  buttons.     Each  student  was 
given  an  equal  number  of  these  delluloid  buttons,    to- 
gether with  a  pledge   card  upon  which  to  aecure   the   pledge 
of  the  voters  of  Walla  Walla   to    support  the  bond   issue 
for   a  new  high  school  building.      The   city  was  divided 
into  sections  aocording  to   the  number  of  voters  and  each 
class  was  given  a   certain  section  of  the    city  to    canvass. 
The    class  securing  the    largest  number  of  signatures  on  a 
percentage  basis  aocording  to  the   numbers  in  the   class  was 
to  be   declared  the  winner.     As  each  voter  was  pledged,    a 
campaign  celluloid  button  was  pinned  upon  him  so  that    no 
student  neea  approach  a  voter  who  had  already   signed.      In 
this  manner  every  home  and  every  voter  in  the    community  was 
canvassed  and   all   the   arguments   for  the   new  building  were 
thoroughly  presented. 


w   a-ii 


o;iE  I 


V8Q    £ 


-5£- 

On  the   day  of   the    election  a  large  interclasa 
parade  was  held.      The    par  de   involved  two   contests:     First, 
a   contest  to   see  which  class   could   put  on  the    best   section 
of  the    parade,  and   Second,   a   contest  to    see  which  class 
would  have    the   greatest  per    cent   of   its  members  in  the 
parade.      The   parade  consisted  of   floats  and  banners,   posters, 
drill  formations,  and  every  conceivable    form  of   publicity. 
The    parade   was   actually  in  excess  of  one    mile   in  length  and 
no   class  had  less   than  96  per  cent  of  its  members  in  the 
parade.      The    results  of   this   bond    campaign  were   that    the 
bonds  for  the    new  building  were   carried  by  a  majority  of 
nine   to   one. 

Another  form  of  special   class  contest  was  a 
fence  building  contest.      The    hi^i   school  had  no  athletic 
field.      The   Board   of   Education  was  approached  with  the 
proposition  that  if  they  would  rent  a  piece  of  ground  and      A~" 
provide    the    material    far    a  fence,    the    students  would  do 
the  work  of  fencing  the    grounds  and   build  the    bleachers. 
The  Board   of  Education  accepted   that  proposition  and  the 
student    body  was  organized    for  an  interclass  fence   building 
contest.     Each  class  was   given  an  equal   number   of  yards  of 
fence   to  build.      Prominent    contractors  and   citizens   acted 
as   judgos.      A  single    session  of  school  beginning  early  in 


- 


a 


-53- 

tho  morning  was  held.      School  closed  at   2  o'clock  and 
the    students  adjourned  to   the    new   field,      tfhile    the    boys 
were  building  the    fence  and   the  bleachers,    the    girls 
provided  sandwiches,    apples  and    doughnuts.     By  5:30 
o'clock  in  the  afternoon  the    fence  had  been  completed  and 
the   Sophomores  were  awarded  first  place    for  building  the 
most  perfect  piece   of    fence   in  the   allotted  time. 

Daring  the  war  a  number  of    special   interclass 
contests  were  held    to    carry  on  the    special   requests  which 
came    for   war  work.      Among  these  were    the   securing  of  books 
for    the  soldiers   in  the    contonments,    assisting  the    Red 
Cross  in  the    provision  of     supplies  ani  work  of  a  similar 
character. 

Following  is    shown  a  typical   score   card   for  a 
year's   interclass   contest.      This   card   shows  the  events 
in  their  proper  sequence    together  with   the    number   of  points 
each  class  won  in  the    interclass  contest  in  that    event. 
Seven  points  indicate   a  first  place,    five  points,   second 
place,    etc.      In  case   of  a  tie   in  any  event,    the   sum  of  points 
for  the    two  places   was   divided   equally  between  the    two 
classes  which   tied.      In  1915,    the  year  in  which   this  card 
was  made,    it   will  be   noted  that   the   Sophomores   won  first 
place  with    the    total  of  95  points,    the    Seniors  won  the 


-54- 

second,    the   Juniors,   third,    and    the  Freshmen,    fourth 
place.      In  1917  and    in  1918   the   Freshmen   classes   won 
first   place.      This   indicates   the    fact    that  these    con- 
tests  can  be    so  organized  and    so    governed  fcy  rules  and 
regulations  that  the    lower   classes  have   an  equal   oppor- 
tunity with   the    upper    classes   to  win  these   contests. 
The   award    given  the    class  each  year  which  secured  the 
largest   number  of  points  was   a   large  bronze    shield. 
This    shield  was   made   especially  for   this   presentation, 
was  suitably  engraved  and   displayed   "the    fact   that  such 
a  class  had  established   its   superiority  in  intorclass 
contest  in  'falla  Walla  High   School  during  such  a  year. 
These    shields   were   placed  in  a   conspicuous    location  in 
the    halls   of  the    building  and    vere   pointed   to   with 
great  pride   by  the   members  of  the    winning  class. 

jiVEIT  SENIORS  JUNIORS  SOPHS.  FRESH, 


Football  ticket 

selling 

1 

7 

5 

3 

Football 

3 

5 

7 

1 

Girls'  Townball 

7 

1 

3 

5 

Boys'  Basketball 

5 

1 

3 

7 

liirls'  Volleyball 

7 

4 

4 

1 

Gageball 

1 

7 

5 

3 

Leclamation 

7 

5 

3 

1 

Girls'  Basketball 

7 

1 

3 

5 

Boys'  Volleyball 

7 

2 

5 

2 

1st  Sem.  Scholarship 

3 

5 

7 

1 

Indoor  Baseball 

5 

2 

2 

7 

Music 

1 

5 

7 

3 

Wrestling 

7 

3 

1 

5 

Gross  Country 

1 

7 

3 

5 

-55- 

EVjfllT  SENIORS  JUNIORS  SOPHS.  FRESH. 

Girls'    Indoor  Meet  3  15  7 

Track  7  3  5  1 

Girls'    Tennia  1  7  3  5 

Baseball  3  17  5 

Boys1    Tennis  5  17  3 

Debate  3  7  5  1 

Loyalty  7  3  5  1 

Totals  89  78  95  78 

The  results  of  these   Interclass    contests  demon- 
strates  ubove    every  thing  else   that   the    intense   class    feeling 
can  be   directed   to  the    good    of    the   school  and   to    the    valuable 
development  of  the  students  who  participate.      Perhaps   the    most 
notable  effect  of   these    contests   was    that  it   gave    an  oppor- 
tunity for  every   student    in  school   to  get  into   some    form  of 
wholesome    activity.      The    contests  were  not  held   in  athletics 
alone,   but  gave   opportunity  for  "those  who  were  interested  in 
other  forms   of  activities  such  as   debate,    declamation,   music, 
scholarship,   etc.   an  opportunity  to   gain  prominence   before    the 
school   and    to   secure   for  themselves  a  halo  of  glory  in  the 
eyes  of  their    classmen. 

Prom  the  standpoint  in  Intersoholastio  activities, 
these    interclass   contests  were  highly  desirable.      They  not 
only  actually   prepared   students    for    similar  interscholastic 
activities  but  enabled   the    coaches   of  these  activities   to  se- 
cure  a  line    on  such    students    in  the    school  as  had  particular 


bItIS 


-56- 

ability  and   possibilities  in  tiie    several   lines   of  contest. 

There    is    no  question  regarding  the    fact  that  the 
interest  of   the    individual  pupils  in  their    class  and    in 
their  school  was   given  a  tremendous    impetus    by  these    inter- 
class  contests.      Pupils  who   ordinarily  would  never  have 
taken  an  interest  in  school  affairs  and  who  would  have   been 
mere   "lookers  on"  at   the    few  interscholastic  activities  took 
a  very  active  interest  after  they  had  participated   in 
similar  interclass  events. 

Perhaps  the  greatest  good   that  came   through  the 
interclass  activities  was  that  they  did  away  entirely  with 
all   forms   of   interclass  scraps,   rushes,   and    class    inter- 
ference.     There    were    no  more    sporadic   or   undesirable    class 
clashes  nor  was  there  further  painting  or  dobbing   of  build- 
ings with    the    class  signs   and    class  colors.     A  certain 
amount  of   loyalty  to  the   class    group  was  developed   through 
these   contests.      The    pupils  of   each  class  learned  to   fight 
for    their   class  and  the    class  as  a  group  developed  loyalty 
to  ei.ch   other  and    to    their  class.      It  also   followed   that 
there  developed   a  large   degree   of  responsibility  for    th  e 
group   enterprises   of  the    class.      The    opportunity  for   a 
large   number   of   team  leaders   gave  many  students  the 

chance   to   get  valuable    experience   in  being  the   leader  of 

,  .  M  _  contest.      These 

a  team  or  a  group   in  an   interclass 


! 


-57- 

opportunitiea   for   leadership  and   management   brought   out 
qualities  of  leadership  that  ordinarily  would  never  have 
been  discovered. 


-58- 

STUD^HT   ORGANIZATIONS 

If  high  school   students  are   to  be   given  an  oppor- 
tunity to   gain  valuable    experiences  through  actually    doing 
things  it   is   obvious  12iat   the    high    school   should  provide  a 
wide  range    of  possible  activities,      This   wide   range    of  ac- 
tivities  is   necessary  because   in  a  large  student    body    there 
are   a  great  variety  of   interests  represented  among  the    in- 
dividual students.      In  an  attempt   to  put  into   actual  practice 
the   educational   idea  that   a  student    best  learns   by  doing,    it 
was   determined  to  organize   as  many  different  and   as  wide  a 
variety  of   student  organizations  as   the    interests   of  the 
pupils    seemed  to   demand.      In  1914  there    was  one   single    stu- 
dent  organization.      This  was   called   the   High  School   Senate. 
It  was  a  boys'    debating  society  with    a  small  membership. 
This  membership  was  composed   entirely  of  the    class   of  boys 
who  would   ordinarily  be  pointed  out  as   hook-worms.      Their 
activities  were    confined   principally  to   parliamentary 
practice   and   extemporaneous   debating. 

In  order  to  determine   what  organizations  were 
desirable    in  the  high    school  a  committee    of   four   students 
and  three  members  of   the    faculty  were   appointed  by  the 
president  of  the  Associated  Student  Body  ts>     act  as  an 
advisory  committee    for  high  school   organizations.      This   com- 


-59- 

mittoe  was  given  opportunity   to   present  the   subject  of  high 
school  student    organizations    to  the    student  body   at  a 
special   assembly  and   aroused  considerable    interest  in  the 
sub  ject. 

It  was  pointed   out  th  at   no   organization  would  be 
permitted  simply  for  the    sake   of   an   organization.      In  order 
for  an  organization  to  be    justified   there  must   be   a  definite 
field   of  aotivity  for   it    in  the    Walla  Walla  High  School  and 
there  must   be   definite    demand  for  that   activity  by  a  group 
of  students.      The    subject   of   the    desirability  of  organiza- 
tions   and    thoir   possible    benefits    to  the   school  was  dis- 
cussed  throughout  the    several  classes   and    soon  considerable 
enthusiasm  began  to  manifest  itself  in  favor   of  these   student 
activities.      Whenever  any  group   of  students  with    a  common 
interest  in  a  given  aotivity  or  field  of  learning  were   ready 
for   the  formation  of  a  society  or  club  they  presented  an 
application  for  an  organization  to   the   high    school  organiza- 
tion committee  ani    if    their    idea  seemed  to  be  worth  while 
a  permit  for   it   was    granted.     A  further  stipulation  which 
was  put   into  effect  was   that   any  organization  which  failed  to 
manifest  a  certain  standard  of  healthful  activity  would  have 
its  charter  withdrawn.      Through  the    careful  work  of   this   com- 


eaw  stasia 


j&eaa 


rceq 


-60- 

mittee  in  rejecting  organizations  of    a  doubtful  character   or 
Questionable   field  of   usefulness  only  such  organizations   were 
permitted  as    eventually  thrived  and  became    useful   in  carry- 
ing out   the    purposes   of  the    school. 

/    Following  is  a  description  of  organizations   which 
were    granted  charters    in  the    school   and   wbioh    developed  into 
thriving    societies.      The    senate  soon  became    too   large   and 
in  order  to   provide   necessary  t nd   desirable    competition  in 
the  field    of    forensios   it   was   decided   that   two  such  organ- 
izations would  be  permitted.      These  were    named  the    Senate 
and   the   House   of  Hepresentatives.      Membership   in  .these   organ- 
izations was  open  to    boys   only.      They  were   formed  strictly 
for  debating  and   literary  purposes.     Their  program  for   the 
year  called   for   each  member  participating  in  at  least   one 
debate  and    once  a  year    each  member  must  lead   the    society  in 
a  discussion  of  parliamentary  usage.      Competition  and    rivalry 
between  these  two  societies  besame   a  live  issue.      The    inter- 
esting debates  which  wore  held   once  each  semester  never   failed 
to   fill  the  auditorium  and   were  among  some    of  the   most   inter- 
esting programs  of  t he    entire  year. 

When  the    girls  of  the   high    school  found   that   they 


Mi 


-61- 

were   not  eligible   to  the    boys'    debating  society  those  girls 
who  were    interested   in  debating  and  literary  work  applied   for 
a  charter  to   organise    auch  a  society  of   their    own.      This   was 
granted  an3    the  girls'    society   soon  became   so   popular  that    it 
was  necessary  to  divide   it  and    two  literary  organizations  were 
made.      These  were   named  Gimmel   Teth    and   I'D.  Adrea.      Their 
activities  eventually  developed   into  a   slightly  wider  field 
and  they  were  permitted  to   put   on  a  literary  program  once  a 
semester  before  the   student    body.      Gre^t   rivalry  was   display- 
ed between  the   two  societies    to    see  which  would  gain  the 
most   enviable    reputation  for    the    class  of  program  which  they 
presented. 

A  girls'    society   called   "Koto  Klan"  was  organized 
whose  purpose   was   to   initiate  and   curry  on  through  the    school 
various    campaigns   of  a  philanthropic  character.      Their  ac- 
tivities   included   campaigns  in  the    interest   of  the    "Anti- 
tuberculosis Society",    assisting  the   Baby  Hospital,   raising 
funds  for    the    poor  and    needy  throughout  the    city,   raising 
funds  for   any  appeal   for    philanthrophy  which   seemed  worthy 
and  desirable. 

The   high  school  division  of   the   Y.W.C.A.   was  known 
as  the    "Aa   Ga  Wa  Ya  Club".      These  girls  affiliated  with  the 


-62- 

oity  Y.W.C.A.   and  the   program  was   suggested  by  its   secretary. 

Several  organizations  were   formed   of  those   students 
who   were   interested   in  some    particular  subject   or  branch  of 
learning  which  was   offered  in  1he   high  school.      These   were 
the  French  Club   called   "Le   Foyer  Francais",   made  up  of  all 
students  who   were    studying  French.      The  "Classical   Club"  was 
composed  of  those   students  studying  Latin.      The    "Seminar" 
was   composed  of  all   students  who  were    interested   in  taking 
up  the   life   work  of   teaching.      The    Dramatic   Club  presented 
plays  and   pageants.      The    "O.G.A. !s."  and   "O.A.T.'s."  were 
made  up  of  students  in  Stenography  and    Sypewriting  who 
achieved  the  degree    of  efficiency  which  enabled  them  to   pass 
standard   tests  in  these   subjects.      The    Spanish    $l\ib  was 
"El   Circulo  Espanol"   in  which   all  students  who  took  Spanish 
were   enrolled  as  members.      The   "Hay  Seeds",    Agricultural   Club 
was  composed  of   some   80  students  who  were    enrolled  in  regular 
four  year  agricultural   courses.      The    "Manual  Arts"    Club  was 
one    in  which   the    boys  in  Manual  Training,  Forge   Work,   and 
Shop  work  were   organized  for   the   consideration  of  problems 
which   were   mutually  interesting. 

"Tillicum  CampFire   Girls'    Club"  was  a  girls'    or- 
ganization which  ai filiated  with  the   National   Girls'    Camp 
Fire  organization  for  the   purpose   of   carrying  on  the    activ- 
ities  of  this   society. 


-63- 

Other  organizations  which  exerted   a  considerable 
influence  upon  the    spirit   of  the   school  were  the    "*.ff.    Club" 
made  up  of  all  students  who  won  high   sohool  letters  by  repre- 
senting the   school  in  interscholastic  contests,  and    the 
"Honor   Society"  which   was  made  up  of  all  students  who  won 
scholarship  honors. 

Those  various  organizations  each  drew  up  a  consti- 
tion  in  harmony  with  their   purposes  and    the  ideals  of  the 
school  and    elected  their   own  set  of  officers  and    directors, 
iiaoh  organization  was   assinged  a  representative    from  the  school 
faculty  to  sot  as   an  advisor.      A  special   time   was   set  aside 
for  the  regular  meeting  of  these  orgainzations  and  every 
student  in  school  was   expected   to  belong  to  at  least  one  club 
and    take  an  active   part  in  its  affairs.      This   offered  an 
opportunity  for   a  large  number  of  boys  and    girls   to  assume 
the   responsibilities  of   executive   offices  and    gain  valuable 
experience   in  directing  the   affairs  of  the    organization.      It 
also   gave    those  who  were   interested   in  some    particular  line 
of  activity  an  opportunity  for  activity  in  in  e    field  of  en- 
deavor  in  which   they  held  greatest   interest. 

Three  large  musical  organizations  were  developed. 
These  were  the  high  school  orchestra  of  45  pieces,  the  high 
school  band  with  65  menfcers,    and   the    boys'   and   girls'    glee 


-64- 

oluba.      A  regular  time    wa3   provided   in  the   high  school  pro- 
gram for  these  musical  organizations    to  meet  and   practice. 
A  number     of  times  during  the   yonr  they  were  given  opportun- 
ity to   appear  before    the   student  body    in  assembly  and  were 
called  upon  many  times   to  appear  before   the    Civic   organ- 
izations and    public  meetings   throughout   the    city.      The  high 
school  band,    in  particular,   became    famous  outside   of  local 
limits  and    surrounding:  cities   often  invited   them  to    furnish 
music   for   special   occasions. 

There    is   no   doubt  but    that   these   numerous    organ- 
izations became    very  instrumental   in  developing  and  main- 
taining  the    interests  in  the   high    school  of  many  students 
who  would  have   failed  to   be  attracted  by  the    curriculum 
alone.      Before  a   pupil   could  take   an  active  part    in  any 
activity   or  hold   any  office   in  a  club,   he  must    carry  his 
scholarship  work  in  a    satisfactory  manner.      Because    oi'    this 
fact   these   organizations  became    influential  in  raising  the 
standard  of   scholarship  to  i  satisfactory  level   for  a   gre&t 
aiany   students. 


■ 


-65- 
QI3L31  -OflGAHIZATIOKS 

The   fact   that  geographically  Walla  Walla  was 
rather  an  isolated  inland  town  and    the    further   fact   that 
there  was  an  element  of  several   thousand   Kussian  immigrants 
incorporated   in  the    population  of  Walla  Walla,   made  the 
problem  of  the   high   school    girls   a  pertinent   one.      The 
girls  coming  into    the  high    school   from  the   Russian  section 
of  the   city  seemed   to  have  a   standard  of  morals  and    conduct 
which  was    far   from  a  desirable    one.      Their  influence   upon  the 
general  morale   of  the   entire  student    body  was  a  pernicious   one. 
They  carried  into  the    school   the    ideals  of  the  homes  they 
represented  and    the    girls  in  the    Walla   Walla  High  ^chool  who 
came   from  the    better  class  of  homes  were   accustomed    to   give 
the  Russian  element  no   social  or   friendly  recognition,      A 
problem  was  therefore   presented  by  a  group  of  the   better 
class  of  girls  turning  up  their  noses  with  scorn  and    ignoring 
the   more  unf ortun  te   group  of  girls  who    came   from  foreign 
parentage  . 

The    first    step   in  dealing  wilii   this  problem  was 
to  secure    for    the    high  school  the    services   of  a   trained 
Dean  of   tfirls.      The    Dean  immediately  began  to  hold  meetings 


-66- 

of  all  the   girls   in  school,   undertaking  a  presentation 
and   discussion  of  the   girls'   problem  in  the   high   school. 
Alter  a  nurnher  of   these  meetings,   at  which  the    problem 
was  thoroughly  discussed,   there   was   formed  a  "Wa-Hi" 
girls'    club.      This  club   automatically  embraced   in  its  member- 
ship every  girl   in  the   high  school.      The    first   step  was  to 
convert   the    girls   from  the    better  homes   to    the  idea   that 
there   was   an  opportunity  for   a  real   service   in  helping  their 
more   unfortunate   associates.      This  was  accomplished  by  what 
was   called  -foe  Big  Sister  Plan,     iivery    girl  in  the    school 
who  came   from  the    Russian  Section  was  assigned  one  or  two 
Big  Sisters   from  among  the  upper  classmen  of  the    bettor 
element.      A  sort   of  rivalry  initiated  itself  among  the 
upper  class  girls   to    see  who   could  be   the  most   aid  and 
encouragement    to   the  girls  who  were   assigned   them. 

After  the  first  year  of  this  arrangement    it   was 
necessary,    each  Fall  when  the    imcoming  Freshmen  class 
appeared,   to  assign  each  of  these   Freshmen  grils  an  upper 
class  advisor  or  Big  Sister.      Through  the    guidance  and 
direction  of  the   Dean  of  Girls   this  plan  was  so   skilfully 
worked  out  that  a  very   large  amount  of  good  wqs  accomplished. 
The    snobbish  line   of   cast  was   to  all  appearances   wiped  out; 


-67- 

a  fine   spirit    of    democracy  and   helpfulness  was  manifested 
throughout   the  school   among  the   girls.      Whenever  any  girl 
needed  help  the    help  vfas    forth  oozing.      In  order  that  the 
girls   might  have    a  common  standard   for    directing  this 
work  a  set  or  code  of   social   standards  were  drawn  up   by 
the  girls   themselves.      This  code    included  the    proper  rules 
of  conduct   for   the  girls    in  their   associations  wi th   the 
boys  and    in  their   attitude   toward   other  students    in  the 
school. 

Perhaps   the    possibilities   of   this  organization 
could  best  be    explained  ty  illustrating  with   an  actual 
circumstance.      Considerable  thieving     was   going  on  in  the 
girls'    rooms.      Instead  of  setting  a  trap  to   catch    the    thief, 
the    girls   took  up  the    question  of  thievery  at  one    of   their 
regular  club  meetings  and   discussed   the   situation  thoroughly. 
The    conclusion  reached  was   that  the  thief  was   an  enemy  of  the 
social    group   and   that  a   crime    of  this   sort  was  a   form  of 
disease   that    should  be   cared   for  before    it  reached  advanced 
stage.      The    plan  decided  upon  was   that   every  girl   in  school 
would  Bake    such  contribution  as  possible    in  determining  the 
thief  by  reporting  all  suspicious  actions  of  any  girl   to   the 
Dean  of  Girls.      Through    the  accumulation  of  various  bits   of 


-68- 

evidence   the    Dean  of  Girls  was   soon  able  to  determine    which 
girl  was  doing  the    thieving.      Her  method   of  handling  the 
case   was  through  a  selected   committee  who  attempted,   by 
helpful   association  with    the   girl,    to   raise  her  ideals  and 
standards   above    the    thieving  level.      This  was   actually 
accomplished.      The    thieving  stopped  and    it  was   not  necessary 
to  expel    the  girl  from  the   school,    nor  was    it    known  outside 
of  a   very   small    group  who   the    I  ctual    thief  was.      This   ex- 
perience  was  multiplied   several   times   through   the   year  and    is 
related   simply  to    show   the    helpful    constructive  method   that 
was    employed   in  handling  cases   of   this  kind.      The    di sregarding 
of  social  rules,    such  as   too  great  familiarity  with   the    boys 
or  unladylike   conduct  in  manner  or  demeanor  or    speech,,  was 
handled  in  a  similar  manner.      The    consummate   effect  was  to 
develop  a  sort  of  fraternal  helpfulness  among  the   girls  through- 
out  the   school  and    this  developed  womanhood   as   possibly  no   other 
method  would  have   done. 

Another   interesting  project  undertaken  by  the  girls 
was   the    control  of  dress.      This  may   best  be   explained  by   giv- 
ing the    regulations  which  were    drawn  up  by   the    girls,    to- 
gether with  their  methods   of  enforcement. 


. 


-69- 


D5&SS   INSULATIONS   ADOPTED  BY  THE  GIRLS    OP 
WALLA  WALLA  HIGH  SCHOOL 

The    idea  in  the    regulation  oi'  dress  is   to   promote 
simplicity,   modesty,   good  taste,  and  inexpensive    clothing. 
The    regulations   frobid  the    following: 

1-  Silk,   velvet,    and   georgette    crepe,   except   simple 
silk  waists  or  blouses  and   velvet   jackets. 

2-  Thin  material  with   too   scant  camisoles   or 
underweista. 

3-  French   heeled  shoes. 

4-  Silk  hose,    rolled-down  stockings,    and  fancy 
garters  worn  below  the    knees. 

5-  Extremely   short  or  extremely  tight   skirts. 

6-  Expensive  or   extravagant  clothing  in  general. 

7-  Extreme    styles  of  hairdress. 
8«-  Excessive   use   of  cosmetics. 

ENFORCEMENT  OF    REGULATIONS 

1-     Regulations  are   to  be  enforced   by  a  Girls' 
Council   composed   of  the    live   presidents   of  the    different 
girls'    organizations   fiSl   ^ndrea,    Gimrel   Tech,    Seminar, 
Ac   Ca  Wa  Ya,    Girl  Reservo)   and   one   representative    from  each 
class  to  be  chosen  by   the  girls  of  the   different   classes. 


-70- 

2-  The   Girls'    Council  is   to  meet  eRch  week  in 
the    office   of  the  Dean  of  Girls. 

3-  JiTery  girl   is  in  honor  bound  to   report  ary 
violations  to    the    Girls'    Council. 

4-  In  reporting,    the   name    of  the    offender,   the 
offenfte,    the  date,  and  the    name    of    the    one    reporting  must 
he  written  on  a  slip  of  paper  and  put  in  the   box  in  the 
Dean's  office. 

5-  Penalties   for  violation  of  rules  are   to   be 
made   by  the  Girls'    Council. 

6-  After   three    violations  the    parents   of  the  girl 
must   appear  before    the    Girls'    Council  and  explain  why  their 
daughter  or  ward   should  not   conform  to  the    prescribed 
regulations. 

7-  For  the   fourth  offense   the    penalty  will  be 
suspension. 

The   penalties  may    appear  to  be  over-severe.      As 
a  matter  of  ftct,    they  are   the    teeth  which   made   the    rule 
easily  enforced.     Actually,   however,    it   was  not  necessary 
to  suspend  any  girl   from  school  and    I  know  of  no   case 
where  a  girl  was  brought   up  more   than   twice    for  the    same 
offense.      These    regulations  h£>d   the    effect   of  establishing 


-71- 

a  democracy  of  dresa  throughout   the  school  and    did  away 
with   the    necessity  of   any  girl   feeling  hopelessly  inferior 
because    of  the    fact   that  3ho    could  not  dress    as  well   as 
other  girls. 


-72- 
STUDEHT  jaMHL:3PRr3ii!S 

Possibly  the    one    phase  of  student  activities    in 
high   school  which    is  most  seriously  neglected   is    that   of 
the    general    student   body  in  the    conduct    of   their   inter- 
scholastic  affairs.      It  is  the   genertl  disposition  for   high 
school  principals  and  teachers   to   leave  these  matters  almost 
entirely  to    the    students   themselves  and   in  most   cases  where 
this  is  done   the   condition  of  the    student  affairs  deterio- 
rates  to   the   point  of  a  very  low  degree   of  efficiency  and 
often  furnishes  a  means    of  great  harm  when  individual 
students  are    left   to  handle   funds  without  proper  check  upon 
them. 

The   condition  of  student  body  affairs    in  the    'Yalla 
Walla  High  ichool  was  anything  but  encouraging  at  the   time 
the  experiment   of  extra-curricular  activities  was  undertaken. 
There   were   debts  amounting  to  #600.00  at  the   sporting  goods 
houses    for   athletic   suits  and   equipment.      The   students' 
interscholastic'  contests   were   poorly  advertised  and    seldom 
attended  by  uny  outside    of  a    small  group  of  loyal  high  school 
students,     xhe    town  people,   through  lack  of  interest,   were    not 
supporting  the    high   school  student  body  affairs.      School 


-73- 

spirit  had  reached    the    point  where    it  was   negligible.      Little 
interest  was  taken  and  even  1h  e  athletic   ooaoh.es  were   in 
despair. 

rrhe    remedy  determined  upon  i'or    this   condition  of 
atiairs   was  the   development   of   n  most  ardent  school   spirit. 
The    School  Board  was  prevailed  upon  to    give   the    student 
tody  a    clean  slate  by  taking  oare  of  the    old  debts,    and    the 
generel  work  of   organizing  the    activities   with   the    co-operation 
of  every  student   in  the    school   for   general  school 
enterprises  was  begun.      Assemblies  were   held  for   the  purpose 
of  creating  enthusiasm  for    the    school.      Prises  were    offered 
for  the   best  school   songs  and   the    best  school  yells  that 
could   be    turned   in.      The   English   teaohers  gave   as  8    special 
assignment  the    writing  of  school  yells  and    songs,      as  &  result 
of  this,   hundreds  of  ye&ls  and  songs  were   turned   in  and  a 
committee  was    appointed   to   select   the    best  and  have    them 
printed  in  the    form  of  a  small  booklet,   wfti  ich   was  placed  in 
the   bends  of  ever^r  student   in  the   school.      Prizes  were    offered 
for  the    best  slogan  or  name    which  would   characterize   the 
school.      Hundreds   of  suggestions  were   turned   in.     i'rom  these 
the   one   finally  selected  was  a  contraction  of  the    name    Walla 
«Valla  High  ^chool  and   was  the  word   "Wa-Hi".      This   short  phrase 


ilqa 


,eb 


-74- 

was  made   a  sort  of  rallying   cry   for    the  students  and 
proved  to  be  popular   irom  the    beginning. 

The   choosing  of  a   school     motto  was  also   made  a 
student   body   contest   am   prizes  were   offered    far   the  best 
suggestions.      The    motto   chosen  from  a  great  many  which  were 
presented  was,    "NOTHING  SUCCEEDS  LIKE  SUCCESS".      The   school 
adopted    for   its   slogan  in  all  high   school  affairs,    "IF  A 
THING   IS   WOHTH  DOING.    IT   IS   W03TH  DOING  WITH  ALL  ONE'S 
MIGHT".      It  was   resolved  by  the    student  body  to   attempt 
only  such  student   body  activities  as  they  were   willing  to 
support  and   boost  to  the   fullest   extent.      Such  activities 
as   could  not   inspire   the    desire    or  the   disposition  of  the 
student   body   to  put  forth  a   full  measure    of  support  were 
to  be   dropped. 

The   result  of  this  determination  of  a   school 
policy  waa  immediately  felt  both   in  the  attitude   of   the 
student    body  toward   the   football   team  and   in  the   number   of 
boys  who  turned  out  for  football.      Over  40  boys  appeared 
upon  the    football   field   far   practice.      This  was   twice  as 
oihny  as  had  ever  turned  out  in  the   school  before.      A  great 
deal   of  enthusiasm  began  tc   manifest  itself  regarding  the 
football  prospects.      Two  weeks  before   the    first  game    the 
yell  leaders  began  to  organize    the    rooting  section  for 


-75- 

the  support  of  the  team.  A  high  sehool  band  was  oroated 
for  the  purpose  of  adding  accompaniment  to  the  songs  and 
volume   to  the   support  which  the    team  needed. 

There   was  a  change   also   in  the  schedule   of 
football  games.      Up   to    this  tirp.e    the    high    school  had  com- 
potou    for    the   most  part  with    the   smaller  schools   in  Walla 
-Valla  County.      Those   schools  were   smaller  in  size   than 
Walla    .Valla  High  School  and   it  was    felt  that    if  gomes  were 
scheduled  with    the    larger  schools    in  the    state  a  greater 
interest  would  be    taken  in  the     contests.      This  would  mean 
a  greater   outlay  of  money   for   traveling  expenses   for  the 
visiting  team,   but  the    student   body   assumed   the    responsibility 
for  gaining  a  sufficient  school   support   to  warrant   the   venture 
into   a  better  class   of  opponents.      The   policy  was  adopted  of 
holding  a  student    body  parade   through   the    main  street   of  the 
town  just  prior  to   the  game    as   a  matter  of  culling  the 
attention  of  the    town-people   to    the    fact    Hvs  t  a   football   game 
was  to  be  played.      The    boys'    Glee  Club  visited  all  the 
theaters  and   business  houses   the  evening"  before    the    game, 
singing  school  songB  and  giving  school  yells  as  well  as 
making  an  announcement  of  the    game.     A  publioity  committee 
secured  a  number  of  valuable   wtiteups  in  the    local  papers 


-76- 

and   each  student  In  the  high   school  waa  a  self-appointed 
committee  of   one    to   secure   the   attendance  of  one    or  more   of 
the   town-people  at  the   game.      The  result   of  all   these   efforts 
was  most  highly  satisfactory.      The   gate  receipts   soon  grew 
large   enough   to  not   only  pay  expenses   of  the   games   but 
showed  a   considerable   surplus.      The    enthusiasm  which  the 
students   displayed   soon  became    contagious  and   a  large  group 
of  loyal  high  school   supporters  was   developed  among  the 
citizens. 

The    effect  of   this   new  school   spirit   was  most 
noticeable   upon  the  players  themselves.      Practice  was  under- 
taken with  a  much  greater  seriousness  of  purpose;.      Training 
rules  were   kept  with   almost    religious  ardor.      The    teams 
began  to  win  the    games.      It   is   easy  to   support  a  winning 
team.      It   is   easy  to   be   enthusiastic  about  a  winning  tea  m. 
The  students  discovered   th^t   it   was  an  actual    fact    that 
"Hothing  succeeds   like  success".      The   effect  of  this  policy 
upon  the   percentage    of  victories  which  the    high   school  real- 
ized surpassed  all  expectations. 

The    success  of   the   school  teams   in  winning  vic- 
tories was  parralleled  by    the    finanoial   success  of   these 
athletic  activities.      It  was   not  uncommon  for  the   high 
school  to  make    clear  of  all   expenses   $1500.00  to  ^2000.00 


-77- 

each  year.      This  money  belonged   to    the    student  body  and 
created   a  problem  for   the    matter  of  its    expenditure.     Under 
the   guidance   of  the    faculty  advisors,    however,    the    surplus 

^oh  year  was  invested  in  the  high  school.  A  number  of  in- 
ve3traents  were  made  in  equipment  for  the  use  of  the  student 
body. 

A  very   fine    victrola  was  purchased   for   the    use   of 
the   high  school.      As   a  part  of   the   program  of  developing  a 
knowledge   of  and  a  love    for   the  best  music,    this   victrola 
was  used   to   present    the    great  operas   as  well  as   the  great 
musical  artists.      These  programs  were   planned  under  the 
direction  of  the   Supervisor  of  music  and   each  program  was 
a  lesson  in  musical  appreciation  as  a  student  was   selected 
to   describe    the    opera  to  be   presented.      In  this  manner  the 
victrola  became  a  valuable  means  of  instruction. 

The  student  body  purchased  and    installed  a    com- 
plete moving  picture  projoctor   and    curtain  for    the    high 
school  auditorium.      Through   the   co-operation  of  the    Wash- 
ington State   Collage   a  large   number  of  educational   films 
were    made  available    for   the  use    of  the   student   body.      Once 
a  month  a  regular   "Movie"   show  was   given  after  school  hours 
in  the  afternoon.      These   offerings  were   always  one    oi  the 
films  which  represented  some  phase   of   school  work.    "BEN  HUR", 


. 


to 


-78- 

"THE  LAST   OP   THE  MOHICANS",    "THE   CRISIS",    "THE  VIRGINIAN" 
and  similar  films  were  shown  as  supplementary  to  the    re- 
quired readings  of  the   English  Department.      Scientific 
and   vocational   films  were  also   shown  and    these   proved   to  he 
a  great   source  of  education  as  well  as   entertainment. 

Prom  the   student    hody  funds  a   fine   valour  curtain 
was   purchased   for   the   auditorium  stage.     Band  instruments 
and    orchestra  instruments  wore    provided  in  order  that  these 
musical   organizations  might  be   completely  equipped.      When 
the   new  high  school  building  was  entered  a   large  number   of 
pictures  for   the    class  room  walls  were  purchased.     A  first 
class    "Movie"   camera  was   purchased  with  the    necessary 
equipment    for   the    development  and    printing  of  positive    films. 
A  program  was   established  whereby  several  thousand  feet   of 
moving  pictures  were    taken  each  year  of  the    student   body 
activities.      These  pictures   included   football  games,    basket- 
ball  games,    interclass  games,   piotures   of  the  high   school 
musical   organizations,  military  units,   as  well   as   pictures   of 
the   entire  student   body  as   they  passed   from  one   of  the   main 
entrances  of  the  building.     As  these   piotures  were  developed 
and   positive   prints  made,   they  were    shown  to   the  student  body. 
The  school  adopted   the  policy  of  building  up  a  library  of 
moving  picture   reels  which  would  be,    in  fact,    a  history  of 


■ 


v.i  a   baa 


. 


- 


'      .W     0 


, 


-79- 

eaoh  school  year's  activities. 

This  adventure   in  moving  pictures   proved  an 
avenue   of  highly  educational   import.      A  class  was  formed   in 
conjunction  with  the   Science  Department    that  had   for    its 
purpose   the    study  of  the    science   of  moving  pictures.     Pupils 
from  this    class  had   in  charge   the    taking  of  all  pictures  as 
well  as   of  the    printing  and    developing  and  the   operation  of 
the  moving   picture  projector.      This   was  offered   as   one    of  the 
regular  school   courses. 

iSlot  all  of  the  student  body  fluids,  however,  were 
Hp«nt  8elfishlyt  Each  year  the  students  voted  large  funds 
for  purposes  of  charity.  During  the  seven  year  period  the 
following  relief  provisions   were   made; 

1-  $1200.00   subscribed  to    Juhior  Hed   Gross  funds. 

2-  |  600.00   for   Belgium  orphans. 

3-  $  400.oo   for  Armenian  relief. 

4-  $  600.00  for    starving  children  of    Central  Europe. 

5-  Sixteen  French  orphans   were  adopted  by  the 
student  body  and   maintained  with  a  subscription  of  $60.00 
each   over   a  period   of  three  years.      Besides  these   charitable 
purposes  a    fund  was   created   irom  which  flowers  were  purchased 
and  sent    to  any  high  school   student  who  was   seriously  ill. 

In  case   of  a  de^th  in  the  immediate  family  of  a  high   school 
student  a  floral  offering  was   sent    from  the   student  body  as  a 


aid*  «oil 
£a« 


-80- 

HIGH   SCHOOL  PUBLICATIONS 

School  publications  more    than  most  any  other 
extra-curricular  activities  offer  an  opportunity  for  work 
of  actual  and  permanent  value   to  the    students  who  partici- 
pate.     Often  pupils  who  have  natural  ability  in  Journalism 
or  newspaper  work  find  in  the   occasions   which   school  publi- 
cations afford,    the    avenue    of   developing  abilities  which 
later   lead   them  into   a  large  and  active   field  of  service. 
Many  students  who  would   never  have   been  aware  of  their 
ability  in  Journalism  have   discovered  themselves    through  the 
attractions   which   the  school   publications   offered.      If  this 
field   of  activity  is   fully  covered  in  a  high   school   there 
must  be  more    than   one    form  of  publication  attempted.      The 
difficulty  in  financing  several  school  publications,   however, 
often  is  a   very    serious  obstacle  to  the    proper  conduct  of 
this  activity. 

In  the    Walla  Walla  High  School,    after  a    survey  of 
the    conditions  in  the  school  as   well  as   the  relation  of  the 
school   to  the   community,    it   was   determined   that    no   daily 
publication  would   be  attempted.      This   decision  was  made 
because    the    size   of  the    school  and    the    size   of    the    community 
were  such  that  the    local  daily  papers  could  be  used  for 


uq 


>8    : 


inM 


. 


-81- 

oarrying  out  the  purposes   of  a   daily  publication  to   a  very 
large  extent.      In  a  & ty  of  15,000  people  where    there    is   only 
one    high    school  and    where    practically  every  family  takes 
one    or  both  of  the   two  daily  papers,    these   dailies  become 
community  papers.      It   was  therefore    decided   that  the  student 
body  should  elect  a  board   of  representatives    for    each  of  the 
two  Walla  Walla  dailies.      These   representatives   were  elected 
from  a   list  of  pupils  who  were   nominated  by  the   English 
teachers.      Usually  a  list   of  20   or    30   students  were   nominated 
who  were   known  to   be  capable    of  representing  the   school  in  a 
creditable   manner.      From  this   list  the    Student  Board  of    Control 
would  elect  a  Board  of  editors.      This  included  an  editor    for 
general  news   items,   one    for   athletics,   one   for    social  items, 
and  one   for    special   events. 

The  Boards  of  editors    accomplished   two  purposes: 
They  were   valuable    to  the  school  as   publicity  agents   in  the 
matter   of   presenting  the  affairs  and  attractions 
of  the  school  to  the  public,    and  secondly,    they  kept  the    news 

■ 

of  ttie   high   school  before   the    public  both  for    the    satisfaction 
of  the   high    school  people  as  well  as   for    the    general  informa- 
tion of  the    parents  and  patrons  of   the    school.      The    Walla  Walla 
dailies  happened  to   be  both  evening  and  morning  publications 
so   that    the   reporting  editors    for    the    two  papers  each  had 


. 


-82- 

an  opportunity  of  reporting  items   which  would  not  be  avail- 
able   for    the   previous  issue    of  the    other.      All   the    material 
whioh   the   Board   of  Editors   offered   for    publication  was   first 
passed  upon  by  a  member   of  the    .English   Department  who  was 
appointed  as  an  official   higi    school  censor.      These  editors 
v»er«  all  members  of  a  class   in  newspaper  journalism  and    the 
matters  which  they  reported  were    in  reality  practical   appli- 
cations of  the  work  which  they  studied  in  regular  class  ex- 
ercises. 

The   daily  papers,   however,   did  not  offer  opportunity 
for  publication  of  the   best   literary  efforts   of   the   student 
body  nor  did  they  satisfy  the  students  completely  in  their 
desire   for  a   publication  of   -ftieir    own.     For  that   reason,    the 
high  school  published  a  school  paper   in  the    form  of  a  monthly 
magazine.      This  magazine   was   edited  by  a   special   Board   of 
Editors  chosen  in  a  manner  similar  to  the  -^oard  of  Reporters 
for  the    daily  papers.      The  table   of  contents   of  this   magazine 
usually  oarriea   the   following  departments: 

Literary  School  Notes 

Editorial  Class  Notes 

Debate  &  Declamation  Society 

Athletics  Alumni 

Military  .Exchanges 

School  Organizations  Joshes 

Music 


aoieti 


0   £tfi 


-83- 

In  the    Literary  Department   there   appeared  the    beat 
literary  efforts  which  were    turned   in  to   the    English  Depart- 
ment during  the  month.      This  acted  as  a  great  encouragement 
and    stimulus   to    the    effort  on  the   part   of  the    students  who  un- 
doubtedly reoeiveu   considerable    inspiration  and   satisfaction 
In  seeing  their  efforts  in  print. 

The  Editorial   Department,    as   the    name   indicates, 
was  made  up  of   class  editors  who  were  assigned  the    task   of 
molding  and   developing  the   proper  school  spirit.      An  oppor- 
tunity was   afforded  here   to    guide  and  direot  the   mental 
atti t;ide  of  the  student     body  toward  their  high   school  and 
student  body  affairs.      The   other  departments  wore    generally 
a  monthly  report  on  the   activities  which   the    subject  indicated. 
The   numerous    organizations  of    the    school  each   appointed   a 
reporter   far    the    school  magazine    and   were   given  a    cert,  in 
amount   of  space   in  each  issue    in  which  to    present    the   activ- 
ities of  their    organization  during  the    current  month.      Since 
there  was   considerable    rivalry  between  the    organizations,    a 
keen  spirit  of   competition  was   injected   into   the    character    of 
the  write-ups  regarding  the    respective   organizations.     Each 
class  also  was   permitted  to  have    class  reporters  whose    duties 
were  to  write  up   the    affairs   of  their    respective   classes.      A 


■        ~5^ 


:L:  3       _..'» 


■ 


■ 


8  oW     9 


-84- 

monthly  publication  was  gotten  out  in  magazine   form  and  main- 
tained financially  by  an  appropriation  from  the   Btudent  body 
funds. 

The  one    publication  of  which  the    school  boasted   in 
1914  was  a  high   school  annual.      This   was  supposed   to  be   a 
year  book  which  chronicled   all  the    activities  of  the    school 
for   the   year.      It  was  edited  and   published  by  the    Senior   class 
in  the    1  at  quarter  of  their   Senior   year.      It  was   the    custom 
in  the    school   for    the    Senior  class  to  elect  their   Board   of 
Editors.      This   method  of  election  degenerated   into  a  popular- 
ity contest  and  the  students  who  were   chosen  by   the    class   to 
put  out  the   publication  were  likely   to  be  the    ones  least   fitted 
to  undertake  a  work  of   that  character.     ■*■  committee   was 
appointed   to  investigate    the   whole   subject   of  the    high  school 
annual  and   report  its   findings.     After  a  careful   investigation 
by  a  committee   composed  of feculty  and   students  a  report  was 
brought  before    "the  student   body  which  embodied  the    following 
findings:      First   the    Senior  class  with    the    extra  work  which 
Seniors  usually  have   the  last   semester    in  connection  wi th   the 
completion  of  their  high  school   course   an&  with  all   the   addi- 
tional   class  activities  which  come  at  the    commencement   season 
was  at  a   decided  disadvantage    tn  attempting  to  publish  a  year 


■ 


OM    \0 


-85- 

book  in  the  last  semester  of  their  high  eohool   course. 
Second,   if  the   annual  was   to   be   a  year    book,    it   should  be 
written  up   throughout  the  year  as  the    seasons  and  events 
transpired  in  order  to  properly  represent  the   spirit   of 
the  school   in  these  events.      Third,    the    high    school  annual 
should  be,   not  a  class  book,   but  a  book  of   the    entire  high 
school    containing  a  complete  and  authentic  record  of   the 
school's  entire   activities.      The   Board  made  the    following 
recommendations:      That  the    annual   be   published   by  the 
student   body  and  financed  by  them,      That  the  work  of  putting 
out  the   annual  be  turned  over  each  year  to  the    Junior    class. 
That  the    Junior    class  spend   the    entiro  year  upon  the    com- 
piling and    publication  of  this   book  and  make    it  a    complete 
record  of  the  school's  activities  for  the  year.      That  the 
Seniors  be  given  the  pre-eminent   place   in  the    book  among 
the   classes   each  ye   r.      That  the    editors   for   the   Junior 
Annual  be  elected    from  those  members  of  the    Junior  class 
which  may  be   recommended   by  the  high  school   English   teachers 
afl  eligibles    for  this    important   undertaking. 

The  student  body  discussed  and    promptly  adopted  the 
recommendations  of  the   Board  ani    the    publication  of  the   high 
school  annual   was  placed  on  a  substantial  and  satisf  ctory 
basis.      The   effect   of   the    new  arrangement    increased  the    quality 


-86- 

of  the   year  book  several  hundred  per  cent  and    created  a 
general  sense   of  satisfaction  throughout  the  entire  school 
with   the   character  of  the   year  book  when  the    annual  appeared. 

The    effect  of   these   publications  upon  the  activ- 
ities of  the   school  was  highly   stimulating,     'rhe   fact  that 
the  pupils  could  see   their  activities   reduced  to  printed 
form  and   held  up  to    the    public  gaze  was  an  incentive    for 
a  higher  and   better   class  of  work.      The  practical   value    to 
those   students  who  took  part   in   the    production  of  these 
publications  oan  scarcely  be  overestimated.      The    scheme  of 
having  a  different  Board   of  Editors   for   the    several  pub- 
lications and   of  having  a  separate   reporter  for  each  organ- 
ization and  each   school   activity  gave   an  opportunity  for  up- 
wards of  sixty  boys  and   girls  to  gain  experience   in  these 
activities   during     the   year. 


:aj'i    idJ 


-87- 

THE  SOCIAL  Llff^   OF   TH£   HIGH  SCHOOL 

In  a  scheme   of  secondary  education  which  has   for 
its  aim  the  preparation  of  boys  and    girls    for  adult  life, 
the   social  life  of  the  students  must  not  be   ignored.      Tho 
adolescent   age  is   the   social  budding  period.      The  social 
instincts  begin  to  assume   maturity  and  the  variation  of 
rapidity  in  which  they  develop  in  a  group  presents   a 
mottled  social  aspect.      If  boys  and   girls  of  high  school 
age  are   left  to  stumble    through   this    period  unaided  there 
will  be   many  social   abuses  as  well   as  many  social   short- 
comings.     These  abuses  arise    from  a  disposition  of  boys 
and    girls   to  form  small  clicks   or  clans.      These   groups 
assume  a    feeling  of   social    superiority  and    become    obsessed 
with   snobbishness.      This  exolusiveness  is   narrowing  and 
fails   to   develop  the   desirable   social  qualities.      Those 
who   do   not  gain  admission  to   these  social  clicks  are   lively 
to  be   left   out  of  social  affairs  to  an  extent  of  neglect 
and   do   not  get    the    opportunities   for  social  development 
that  are   necessary   to  enable    them  proper   social   growth. 

In  1914  there  was  no   social   program  in  the  Walla 
Walla  High  School.      As  a  result   there  were   clicks,    clans 


-88- 

danoing  fraternities,    and  snobbish  sets  who  were   over- 
doing social  life  to  their  detriment  and    failing  to  solve 
the    social   problems  of  the   school.      The    social  problems 
of  the   student  body  were  discussed  before  the  entire   school 
on  several   occasions  and  after  a    program  of  enlightenment 
had  been  decided  upon  by  the  faculty,   the   teachers  under- 
took a  scheme   of  the  education  of  the   student  body  to    the 
proper  social   conceptions.      Soon  after  this  a  committee  was 
appointed  to  draw  up  a  social  plan  for   the  high  school. 
This   committee   was   composed   of  five   students  and    four   faculty 
members.      This    committee   brought  in  a  report  and  recommenda- 
tions which  were  finally  adopted.      Substantially  their  plan 
was  as  follows: 

HIGH  SOHQQL   DANCES   AMD  SOCIAL  FUKCTIOHS 
The    high  school  gymnasium  will  be   available    for 
high  school  dances  and  parties  under   the    following  conditions: 

1-  One  general  high  school  dance  and   one    general 
high  school   party  may  be  given  eaoh  semester.      All  members 
of  the  high  school   are  invited  to  these   general   functions. 

2-  3ach  of   the    four  high  school   classes  may  give 
one    dance  and   one    party  eaoh  year.      Any   class  may  invite 
another  class  to  join  with   it   in  a  social    function. 


-89- 

3-  iiach  high  school  organization  may  give  either 
a  dance  or  a  party  each  yaar.  Any  other  high  school  organ- 
ization may   be  admitted  as   guests. 

4-  All  dances  must  be  announced  as  dances. 

5-  There    must  be   no   dancing  at  parties. 

6-  The  hours  when  the   gymnasium  will  be  available 
for  such   social  events   will  be  8   P.M.    to  11  P.M. 

7-  No   social   function  may  be    given  the  evening 
before  a   school  day. 

8-  Only  high  school   students  may  attend    such 
functions  with  these  exceptions:      Parents   of  students   are 
welcome    to  attend.      Walla  Walla  High  School  graduates  may 
secure  admission  cards   from  the    chairman  of    the   faculty 
committee.  • 

9-  All  such  functions  must  come  under  the  super- 
vision of  the  high   school   faculty  and  be  chaperoned  by  them. 

10-  All  high   school    functions  must  be   given  in  the 
high   school  gymnasium  only. 

11-  Dances   or   parties  given  down  town  or   at   any 
place   other  than  the  high   school  gymnasium  are   not  high 
school  affairs   und   the   name   of   high  school   or  high  school 
class  or  high   school   organization  must  not  be  used  in  con- 


'?.x',& 


-90- 

nection  with  them. 

12-  Arrangements   for  a  dance   or  a   party  must  be 
made  with  the    Dean  of  Girls  who    is  chairman  of  the    faculty 
committee. 

13-  The  principal  of  the   high    school   shall   appoint 
a   committee  of  three   teachers,   of  whom  the  Dean  of  Girls  is 
chairman,    to  act   as  the    faculty  committee. 

14-  The    president  of  the    Associated   Student  |fody 
shall   appoint  a   committee  composed  of  three  studdnts  who  will 
serve  with  the    faculty  committee  as   the   Walla  Walla  Social 
Committee. 

Following  the  drafting  of  these  social  rules   and 
regulations  a  campaign  was  made  advertising   this  arrangement 
in  order   that  the    people    of   the    city  and    particularly  the 
parents  of  high  school  pupils  would  understand    the   plan. 
Many  parents  were  willing  thyt   their    children  should   partici- 
pate  in  the  high   school   social   affairs  hut  were  unable   to 
distinguish  between  legitimate  high  school  affairs  and   80- 
oalled  high  school  affairs  which  were   in  reality  private 
parties.      The    fact   that  all  high  school  affairs  were  held  in 
the   high   school  gymnasium  made   it  possible    for    parents   to 
determine   which   functions  were  under   the  supervision  of  the 


-91- 

high  school  faculty.      Parents   were  asked  to  praotically 
limit  the  sooial   affairs  of    their  children  to  thoso  pro- 
vided by   the  high  school   committee.      In  general   the  parents  com- 
plied  with  this  request  am    in  many  oases,    thereby,   reduced  to 
a  large    extent   the   number  of  social    in notions  which  their 
children  attended. 

The   plan  was  a   success  from  the   start.      The  duty 
of  chaperoning  these   social   functions  was   divided  among 
the   members  of   the    faculty  by  dividing  the  faculty  into 
two   general   committees;    a  party   committee  whose    duty  it 
was   to  chaperon  all  parties  and   a  dance    committee   whose 
duty  it   was  to   chaperon  all  dances.      Since    social    functions 
were  permitted  on  Friday  and  Saturday  nights   only  and  only 
one    social  function  was  permitted  per  week,    it  worked  out 
that   no   teacher  was   required   to  act   as   chaperon  on  an 
average   of  of toner  than  once  in  two  weeks.      This   did  not 
become   burdensome    to  the  members   of  the   faculty.      Instead 
of  social  clicks  and  snobbish   groups  a  wholesome   social 
democracy  developed  throughout  the  school.     Many  boys  and 
girls  who  had  been  denied   social   opportunities  were  now 
efiven  the    privilege   of  developing  this    side   of    their   natures. 
The   teachers   entered  into    the   work   with  the   idea  of  helping 


dgid 


-92- 

suoh  boys  and  girls   as  were    found  to  be   lacking  in  their 
conception  of  social  etiquette.      This  was  brought  about  by- 
personal  talks  between  teachers  and   individual  pupils   follow- 
ing each  social   event  as   these    events  brought    out  the   necessity 
for  social  instruction.      This  afforded  teachers  an  opportunity 
for    considerable   social   guidance   and   a  most  important  work 
was  satisfactorily  accomplished. 


litis 


-93- 
SCHOLARSHIP 

Scholarship   in  this  high   school  was  at  a  low   ebb 
in  1914.      Of   the  523  pupils  enrolled,    only  8/fo  received   an 
average   of  90%  or  above    in  four  regular  high   school  subjects. 
42/fc  of   the  entire  Freshmen  class  failed  in  first  year  Algebra; 
47%  of  all  Hinth  Grade  Freshmen  enrolled  in  Latin  were    failed. 
Throughout  the   several   departments   of  the    school  records  in- 
dicated a  lev;  grade   of   scholarship.      The  student  body  itself 
appeared  to  have  no   idea  of    scholarship.      The   attitude,   gen- 
erally,  was   that   scholarship  was  a  matter  of    contest  between 
the   teachers  and  pupils   and   the   spirit  of  the  school   seemed 
to  be  one   in  which   the  student    who  prevailed  against    the 
will  of  the    teacher  was   somewhat   of  a  group  hero,      xo   change 
this  attitude,   of   course,   meant   some  far  reaching  reorgan- 
ization of   the    curriculum,    together  v/ith  the   development   of 
an  attitude   of  sympathetic   co-operation  between  the   teaching 
force   and    the  student  body. 

A  comnittee   of  the   student   body  consisting  of  the 
presidents  of  the    four  high  school   classes,    together  v/ith 
the    president  of    the  Associated   Student  Body  was   appointed 
to   devise   ways  and  means  of  improving  the  attitude    of  the 


-94- 

student    body   toward  scholarship.      This    committee  drew  up 
the    following  recommendations:      First,    that  an  Honor   Holl 
be   made  up  at    the    close  of  each  quarter,    "when  reports 
came    out",    of  those   students  who  hid   received  90%  or 
more  in  four  full   regular  high  school  subjects.      Second, 
that  medals  be   providea   from  the   funds   of   the    Associated 
Student  Body  and  presented  at   the   end  of  each  semester 
to    the    students  who  had  made    the   best   record   in  scholar- 
ship.     Third,    that  a  scholarship  requirement   be  placed 
upon  all    students  who  desired   to  participate   in  any  form 
of  interscholastie  or   interclass   contest  and    that  these 
requirements  bo  made  of  all   students  .vho  were   to   run  for 
school  or    class  offices.      The   recommendations  were   pre- 
sented  to   the   student    body  at   large  and   discussed  by  both 
the  members   of    the   student      body  and  members   of    the    faculty. 
The  result  of   the    ballot  was  almost  unanimous  in  f_.vor  of 
the   adoption  of  the   rules. 

These;   new  regulationo  were   immediately  put  into 
effect.      At  the    close   of  the    first  quarter  an  Honor  Roll 
was  made  up  by  grades  of  all  pupils  who  received  an  average 
of  90%  or  more  in  regular  high  school  work.      The  list   of 
honor   students  was  read  in  a  special   assembly  before   the 


ftfta 


-95- 

student    body.      It  was  published   in  the   two  local  daily 
papers  and  also   in  the   school  paper.      This   list  noted   the 
five  highest  students   in  scholarship  in  the  whole    school. 
It  also  especially  designated   the   five  highest   in  scholar- 
ship in  each  class.      It  indicated,   as  well,    the   rating  of 
the  classes  with  regard  to    the   percentage  of  the    numbers 
of  each  class  who  won  the  distinction  of  being  on  the   honor 
roll.      At   the    end   of  the    semester  medals   were   presented   to 
the   boy  and   the  girl  in  each  class  who    stood  highest  in 
scholarship  among  the  boys  and   the   girls   of   their  respect- 
ive classes.      This  made   medals  available    for   eight    students 
and   opened  a   separate   competition  among  the    boys  and  girls 
of   oach  class.      The    first  tl  e   a   student  earned  a  medal  he 
was   presented  with  a  bronze  watch   fob   or  a  bronze   pin.      The 
third  time   a  student  won  scholarship  honors  he   was   to  re- 
ceive a  silver  medal  and    the    fifth  award  to   any   student  was 
to  be  a  gold  medal.      This   medal  was  designed  and  planned   by 
a   committee    from  the    student   body  and  was  appropriate   as  a 
scholarship  award. 

The   rules  governing  scholarship  requirements   for 
lnterschola3tic   contests   provided  that  any  student    represent- 
ing his  high  school   should  be   carrying  four   full  and  regular 
subjects   with  no  grade  below   75%  for  a  passing  mark. 


tm    ett 


-96- 

This  covered  inter scholas tie  athletics,  debate  and  declamation. 
Any  student  to  be  able  to  participate  in  any  interclaas  event 
muat  be  carrying  three  full  and  regular  subject a  with  no 
grade  below  80$.   The  same  rule  applied  as  a  requirement  for 
any  student  to  hold  either  class  or  school  office. 

In  the  interclaaa  contests  it  had  already  been 
provided  that  the  grades  of  every  member  of  each  class 
should  be  averaged  at  the  close  of  each  semester  and  the 
class  having  the  highest  average  for  all  of  its  members 
should  be  awarded  lirst  place  in  the  scholarship  contest. 
Occasionally,  the  Interclass  Council  would  vary  this  by 
giving  fourth  place  to  the  class  which  had  the  highest 
percent  of  students  who  failed  in  one  or  more  subjects 
and  rate  the  other  classes  according  to  the  percentage  of 
failures.   The  effect  of  these  rule3  and  awards  was  that 
a  tremendous  interest  was  aroused  in  the  matter  of  scholar- 
ship and  in  a  short  time  the  attitude  of  the  student  body 
seemeu  completely  reversed.   The  actual  effect  in  increasing 
the  standard  of  scholarship  throughout  the  school  was  little 
less  than  marvelous. 


.  . 


-97- 

HIGH  SCHOOL  ARTISTS'    OOUflSfi 

One   of  the  big  problems  that  confronted  the   Walla 
Walla  High  School  in  the  Pall  of  1914  was  the  problem  of 
the    right    kind   of  entertainment    far    the    boys  and    girls  of 
the    community.      The    city  of  Walla  Walla,   being  an  Inland 
town,    was  not  in  the   direct  path  of  the    best  musical  and 
entertainment  attractions  which  toured   the  western  terri-^ 
tory  and   for  that  reason  there   was   a  dearth  of  wholesome 
entertainment  in  the   community  through    the  year.      A  ques- 
tionaire   sent   out   to   the   student     body  disclosed   several 
disquieting  facts:      First,    the  high   school  student  body 
attended  on  an  average   of  throe   picture   shows  per  week. 
Second,    oighty-two   per   cent    of    the  entire   student  bocy 
stated   that   Jazz  was  their    favorite   kind    of  music.      Xhird, 
only  thirty-eight  per   cent  of  the    entire  student   body  were 
able    to  give    the    name    of  one    or  more   worthy  artists   or 
musical   attractions  that   they  had  ever  heard. 

These    facts  developed   clearly  the   opportunity 
for  a  valuable    piece   of  work  in  teking  care   of  this 
neglected  phase  of   the   students'    education.      Obviously,   if 
the    students  were    to  develop  an  appreciation  of  music  to 


-98- 

a  greater  height    than  rag- time    jazz,    it  was   necessary   to 
give   them  an  opportunity  to  hear  the   better  things   in  masio 
and  better  artists    and  organizations. 

After  this   problem  had  been  discusae-d    through- 
out   the    school,   both  by   students  and   teachers,    it   was  de- 
cided  that   the   student    body  would  undertake   a   high    school 
artists'    course.      The    fact   was  brought   out   that  the    com- 
bined Y.M.C.A.   and   Y.W.  C.A.    of. the   city  had  attempted   such 
a  course  a  few  yei. rs  previous  and    failed   to  make    it  a  finan- 
cial  success.      Whitman  College    ielt    the    need   of   better 
entertainment   in  the   community  and  had  also  attempted    it 
on  several   occasions,   but  had   failed   to   make    it  a  success 
financially  and  had  abandoned    the    enterprise.      There    was 
considerable   misgiving,   therefore,    in  the  minds   of  many  as 
to   the    probability  of   the  high  school   making  a  success   of 
such  an  adventure. 

It  was  decided   to  undertake   the    enterprise  on  a 
small    scale  at   first  and  build   it   up  as   rapidly  as  the 
support   of  the   community  would  permit.      The    first  year, 
therefore,   only  &L200.00  worth   of  talent   was    contracted 
for.      For  a   course   of  six  numbers,   this    only  allowed   vEOO.OO 
per  number   and   only  minor  artists  were    presented.      The   en- 


tire   student   body,    entered  enthusiastically  into   the   sale 
of  tickets   for   the   course  and    sold  a  ticket    for    every  seat 
in  the   high    school   auditorium.      This   assured   the    financial 
Buccese   for   the    first  year  -inc.    the    single  admission  re- 
ceipts  for    the    several   numbers   left  a    surplus   of  over  <)500.00 
at   the    end   of  the   year,      '1'his   surplus  was  retained   for  the 
following  year1 8  course  ani    the    second  year   a  y2,000   course 
was   planned.      In  this  manner  the    course  was  improved  and 
enlarged  until   it  grew   to  a  .£2500.00   course.      Since    there    were 
only  1200   seats   in  the  high  school  auditorium,    .#3500.00   seemed 
to   be  the   maximum  of  financial   possibilities. 

At  first   season  tickets  were  sold  at   the   price   of 
|1.50   to  high  school  students   and    $2.50  to  others.      As   the 
course  was  improved,   however,   these   prioes   wore  raised    fco 
•?£.50  for   high    school  students  and   *3.£>0  for   others.      The 
high   school    students  who  were   unable   financially   to   buy 
tickets   were    given  opportunity  to  earn  them.      Any  student 
who   sold   ten  tickets  was   presented  with  one   ticket  free   for 
himself.      This  arrangement   made   it   possible    for   every   student 
in  the    school  to  possess  a   ticket  and    as  the    coarse    grew  in 
popularity,    the   people   of  the    community  were  soliciting  the 
high    school   students    for  tickets   rather   than  the    high  school 


-100- 

students  being  obliged   to   solicit   the    people    of  the    community , 
So  popular   did  the  artists'    course   become    that   in  the    i?all   of 
1921   the    1200  season  tickets  were   placed   on  sale   one  Monday 
morning  at  9   o'clock  and  by  5  o'clock  Monday  evening  2500 
tiokets  had  been  sold.      It  was   necessary   to  refund  the   money 
to  1300   people. 

The   attractions  offered   could  be   classed  under    four 
heads:      individual  artists,   musical   organisations,    lectures, 
end   popular  music  numbers.      Possibly   the  best   way  to  give 
an  accurate  idea  of  the   class  of  attractions  offered  is   to 
name   several  attractions  that  appeared  on  the  list   at  Walla 
Walla  at  different    times.      This:   is  not  an  exhaustive  list 
but   a  re preservative   one: 

MUSICAL  ARTISTS 
LAMBEHT  MURPHY,    Tenor,   Metropolitan  Opera   Company 
9£&KbS   LhGrxLm,    Contralto,    Chicago  Opera  Company 
JOSEPH  HOMMAH.    Celebrated  Pianist 
MAUDii  F0WBL&,        World's   greatest  woman  violinist 
PABLO   ftfc&AU,        World's  greatest   cellist 
THiiO.    CARL,  Ho  ted  tenor 

PLO&JICE  MACBiiTH,    Primadonna  Coloratura  Soprano 
HICCARDO   STRACCIARI,    World's    famous   tenor 


-101- 

MUSICAL   Qg8AJt-t2ATI0a3 
JOHN  PHILIP  SOUSA'S  BAUD 
MINNEAPOLIS   PHIL.    OHCHSSTHA 
NEW  YORK   CHAMBER  MUSIC  SOCIETY 

FAMOUS  FRENCH  MILITARY  BAND,    sent   by  Prance    to   America 
ZOZLLNER'S   STRING  QUARTETTE 
CHERWUVSKY  TRIO 
HUNGARIAN   ORCHESTRA   (Native) 

LECTURERS 

■■■■!!     I 

S.   PARKS  CABMAN,   Famous  Boaton  Minister 
THOMAS  Miuk»iii**jjj ,   ExVioe   President,    U.    »« 
WILLIAM  EDWARD  'i'AFT,      ExVice   President,   U«    3. 
RUSSELL  UONWELL,      giving   "ACRES   OF   MAMOMB" 
MONTRAVZLLE  WOODS,      Noted  Volenti  i'io  Lecturer 
STjsPHANSOH,      "SB*  4&I  Otf    Sib  J&P.L.GRSR" 
IRVIN  COBBt      American  writer 

LQRADO  TAFT,    World's   famous  sculpturer  on  "ART  AND  SCULPTURE 

OP  AMERICA" 

POPULAR  NUMBERS 
MADAM  BUTTERFLY 
^ff^il?   i^iiBUitlAA  0£0£U3ZRA 

UnP&uJS  PUUR 


-102- 

MiSLTIHG  POT   (Zangwells)      given  by  a  professional  company 
The    famous  BiSH  GR&BT  PLAY^HS 

The  course   each  year  was  made  up  of  numbers  from 
these   different   groups  in  order  that  the    course  would  be 
attractive   to  avery  one.      Usually,   each   course  presented  one 
or  two  big  head-liners  with  leas   costly  numbers  between, 
jiaoh  year    the    high   school  band,    orchestra,  ana    glee  clubs 
combined   to   give    the    final  and    seventh  number  of  the  high 
school  oourse. 

The   high   school   students,    themselves,   upon 
finding   their  artists'    course   so  popular,  began  to   take 
an  immonao   interest  in  the      contract  of  the   .course.      The 
course  was   popular  both  with  the    student   body  and    with 
the    town-poople  and    gave   the   boys  and    girls    of  the   high 
school  the   advantage  of  the    feeling  that   they  were  doing 
a  piece  of    civic   service   in   the    presentation  of  such  a 
valuable    course   to    the   community.      The    course   had   the 
great   advantage   of    offering  the   boys  and    girls   of    the 
high  school  an  opportunity   to   hear   in  their    own  auditorium 
the  better  things   in  the  world  of  music  ana    art.      The   effect 
on  the   student   body  was   soon  apparent. 

Demand   for   the    better  things   in  music  began  to 
display  itself  in  the    type    of  music  which  the  pupils  in 


-103- 

the  high   school  musical  organizations   requested  for  their 
use.      The    effect  was  also   demonstrated   in  the    class   of 
music  which  the  students  began  to  present    in  their  music 
for   assemblies.      The    jazz   and    rag-tirae   music  which   was  at 
first   so   papular,   was   later  received  with   contempt  and 
scorn,      ft   feol   justified  in  saying  that  this   high   school 
artists*    oourse  raised  the    taste   of  the    entire   student 
body  from  a  level  of   jazz  music   to   an  attitude  wh«?rr   high 
school  boys  and  girls  demanded   the    better  things   in  nusio 
and  art. 


-104- 

GflOWgH  Off  HISH   SCHOOL   TS  EimQLLMEHT  AND  KOLDIHG  POffaa 

The   growth  of  Walla   tfalla  High  School  during  the 
period   1914  to  1921   fairly    indieat es    tho    rise   in  popularity 
of  the   school  under   the    inline  noe   of  this    experiment,      Follow- 
ing is   a   table    showing   the    enrollment   by  years   for    the    seven 
years  proceeding  this   experiment    as  well  as   for  the  seven 
year  period  which   it   covered: 


YiSAH 


.-IKROLLMiSMIP 

320 

328 

410 

437 

477 

519 

523 

617 

739 

821 

879 

884 
1924 
1140 


28 

8 

82 

27 

40 

42 

4 

94 

122 

62 

58) 

5) 

150 

116 


War   Period 


-105- 

Rapid  growth  of  this  character  might  arise  from 
any  one   or  all  of  three    causes.      1.      It  might  be  the   normal 
and   natural  rate   of   growth.      2.      It  might  be  occasioned  by 
a  rapid  increase   in  population  of  the    city.     3.      The   result 
of  popularising  the   high   school  and  enlarging  its   sphere  of 
service   through   extra-curricular  activities. 

A   study  of  the    table    above    shows   that    this    increase 
during  1914-1921  was   not   entirely  due   to   a  natural  tnd    steady 
growth.      The    incresses  by  years    for    the    seven  years  previous 
to  1914  are  not   in  keeping  with  the  rapid   growth  of  the    next 
seven  years.      The   increase   of  82   in  the   year  1909-10  was  largely 
due   to    the   closing  of  Pearson's  Academy   inUiat  year.     Many 
academy    students    transfered   to   the:    high   school. 

The    small    increase  in  the   years  1917-19  were    du« 
to    the    effect  of  the   World  IVar   on  school    attendance.      A  com- 
parison of  the   number  of   pupils  attending  high    school   per 
one   thousand   population  in  the    eight    first  class   cities   of 
the   State  of   iVaBhington  is   shown  below: 

City         Vo«    of  pupils  enrolled     No.    of  pupils  enrolled        Increase 
in  H.3.   per  1000  popu-      in  U.S.   per  1000  papu-  1920 

lation  in  1910  lation  in  1920  over 

1910 

Soattlo  20.9  21.4  0.5 

Spokane  22.7  35.  12.3 


Tacoma 

85.1 

Everett 

£5.2 

Bellingham 

25.3 

Takina 

41.7 

Aberdeen 

27. 

Walla  Valla 

24.8 

-106- 

35.4  10.3 

44.2  19. 

48.7  23.4 

43.3  1.6 

38.8  11.8 
66.1              41.3 

From  this  table  it  is  evident  that  the  growth  of 
the  enrollment  w.-.s  not  entirely  due  to  the  normal  increase 
realized  throughout  the  st.tu.    In  1910  Walls  Walla  High 
School  stood  sixth  in  rank  among  the  first  olasa  oitios  of 
the  state  in  regard  to  the  number  of  pupils  enrolled  per  one 
thousand  population.    In  1920  Walla  Walla  High  School  stood 
first  in  rank:  in  this  determination;   leading  her  nearest 
rivul  by  17.4  pupils  per  thousand  population.    In  1910  the 
average  attends noe  per  1000  population  in  the  first  class 
cities  excepting  Walla  Walla  was  26.8.   By  1920  this  average 
had  grown  to  38.1.    The  average  ten  year  growth  was  11.3 
pupils  per  thousand  copulation.    In  1910  Walla  Walla  was 
below  the  state  average  by  two  pupils  per  1000  population 
but  in  1920  the  same  school  was  28  pupils  per  1000  popula- 
tion above  the  state  average  for  first  class  cities. 

The  large  growth  of  enrollment  registered  by  the 
Walla  Walla  High  School  during  the  period  of  this  experiment 


-107- 

waa  not  enjoyed  by  the   elementary  schools  of  the    oity.      In 
1914  in  Walla   -Valla   the  proportion  of  the  whole   school  popu- 
lation that  attended  high   school  was    17.7   per    cent.      By 
1921   thi3  proportion  had  grown  to  28.8   per  cent. 

Hor,   was   this  Increase   in  enrollment  due    to  an 
increase   in  the   city  population.      Walla  Walla  was   the    only 
first  class  city  in  Washington  to   show  a   decrease  in  popu- 
lation in  1920  under   the    census    of  1910.      According  to  the 
census  of  1910  the   population  of  Walla  Walla  was    then  19, 
364.      In  1920  the    census  was   15,503.      During  a  period   in 
which  the    city  decreased   in  population  by  3861  or   20  per 
cent   the  hi s>fc   school   enrollment   increased   730  or   207   per 
cent.      The    extent   of  the    service  \?hi  ch    a   school   render  a 
community   is  the   measure    of   th  e   number  of   pupils  reached. 
There    can  he  little    doubt  but  that  the    introduction  of  a 
strong  program  of  extra-curricular  activities  in  Walla 
Walla  High  School  greatly  enlarged  the    school's  range  of 
service. 

Perhaps  the    best  index   for    judging  the    efficiency 
of  a  school   is    found   in  a   study  of  its  holding-power.      By    \/ 
holding-power  is  mejant    the    retention  of  pupils   throughout 
the  high   school   course    from  the    9th  grade   to   graduation. 
The    following  table   shows   the   holding-power  of  the    rtalla 


•{     -">.*.• 


-108- 

tfalla  High  ^chool   from  1)12  to  1921.      The    peroents  given 
indicate   the    per  cent   of  pupils  who   registered  as   9th   graders 
and  continue  a  to  the    completion  of  the    regular  four  year 
course. 

TABL;S  SHOWIBG  HOLDING-  B0H£R  1912   -   1921 
tfALLA  WALLA  HI OH  SCHOOL 

Year  Percent    of   class  which  entered 

as  9th   graders   and   stayed  to 

graduation 

1912  26  Percent 

1913  28 

1914  28       » 
1315  38       " 

1916  46  n 

1917  51 

1918  58  • 

1919  42  " 

1920  '  47 

1921  62       '" 

The  United   States  Bureau  of  Education  Bulletin 
$o.   47  gives    the   average  high   school  holding-power   for  the 
whole  nation  at  38   percent.      From  this   it   is    seen  that  the 


;>.-:r; 


-109- 

Walla  fell a  High  ^chool  was  10   percent  below   the    average 
for  the  whole   country  in  holding-power  in  1914.     Under  the 
influence   of   this   experiment   in  extra-curricular  activities 
the   holding-power  was  gradually   increased  to  62  per   cent. 
The   apparent   break:   in  the    gradual   growth  of  holding-power 
during  1919  and    19 £0   may   be   attributed   to   the  effect   of   the 
World  v/'ar. 


I 


-110- 

-JPgaOtt  Off  SXTRA-CUHaiCULAR  ACTIVITIES 
OH  SCHOLAIISHI? 

One   of  the    first  criticisms  mr.de  ty  school  men 
of  a  program  such  as  was  attempted  here   is    that  extra- 
curricular activities  ttike    too  much   time   from  the   regular 
class  work.      If  actual  time    spent    in  recitation  determined 
the  quality  of   scholarship   this    criticism   would   be  well 
founded.      There   are   other  elements    than  time  ,   however,  which 
wield  a  large   influence  upon  the    quality  of  work  done.      This 
experiment   demonstrated  that    enthusiasm,    interest   and    effort 
aroused   from  one    phase   oi  school   life  actively   carries   over 
into  other  phases.      The    adolescent  as  a   class   is  hard  to 
interest  in  many  class  room  subjects   for   the   subject's   soke. 
If  his   interest   can  be    caught   in  some   phase    of  life  which  he 
enjoys  and    enters   into   enthusiastic-  lly,    it  will   act  as   an 
impetus    to   carry  him  through  another  closely  associated   phase 
even  though   an  irksome    one.     for   that  reason  a  Strong   program 
of   outside   activities,    broad   enough    in  scope    to   appssl  to   all 
classes   of  students   effects  a   strong  incentive    for   scholar- 
ship if   made    a  pre-requisite    for  participation.      The    actual 
results   obtained  at   Walla   .Valla  bear   out   these  facts.      Follow- 


-111- 


ing  is  e  table    showing  the   development   of   scholarship  between 
1912  and  1921: 

Year  On  Honor  Holl 

1913-14 
1914-15 
1915-16 
1916-17 
1917-18 
1918-19 
1919-20 
1920-21 

The   Honor    Holl   was  umtie   up   of  those  who  averaged 
90>to  or   above    in  4  subjects.      Prom  this    table    it  may  be  seen 
that   ax:   improvement   was  made  botia    in  the    redaction  of   fail- 
ures end    in  inor easing  the    number  of    "90$   students". 


8.1 

Pe 

r  oent 

11.2 

1! 

14.7 

It 

16.0 

it 

17.0 

tt 

16.5 

tl 

18.8 

M 

18.9 

tt 

Patll 

.If 

32.4 

Per  cent 

20.0 

it 

12.3 

it 

9.6 

it 

7.2 

tt 

8.0 

it 

6.3 

it 

6.9 

it 

&JL- 


-112- 
ATTITUD^  OF  COMMUNITY 

One    of  the   greatest   changes  wrought  by   this   trial 
of  student   activities  was  in  the   attitude   of  the  comiranity 
toward    the   school.      Previous   to   1914,    the   school  was   in  ill- 
repute  among  a  major    portion  of  the    citizens   ox    .Yalla   tValla. 
Frequent    newspaper   editorials   decried  the   deplorable    con- 
dl.ions    01  the    school.      Uontr overs! e 8  aroso   regarding  the 
methods  used   by  the    faculty  in  handling  cases  of   discipline 
and   the    escapades  of  the    students  were   the    talk  of  the   town. 
This  attitude   M&8   reflected  when  bond   elections    for   a  much 
needed  addition  to  the   high  school  building  wen    twice   voted 
down  by   overwhelming  majorities. 

following    the    introduction  of  this  experiment, 
however,   a   change    In  community  attitude   took  place.      The 
pride  and    enthusiasm  of   the    students    for  their    school  became 
contagious   through  the    community.      People  began  supporting 
BOhool  enterprises  as  they  had   never  done   before.      lit  kin 
a  ye,.r  after  the    experiment   wls   begun  a    third   bond  election 
for    a  high    school  addition  carried  by  a  nine   to  one   majority. 
The    now  higji   school  auditorium  seating  1200  was   filled   for 
alirosu  every  school   offering  of  a   public  nature,  and  It   was 
generally  admitted  that  the   high  school  was  the    only  organiza- 


•v 


. 


-113- 
tion  In  the    city   that   could  pack  the   house. 

The    city  took  considerable    pride    in  the    success   of 
the   high   school  enterprises.      This  was  particularly  true    of 
student  self-government.      Scores   of  citizens  visited  the 
building  weekly   inspecting  the    efficiency  and    observing 
the    workings   of  the    self-governing  group.      Local    civic 
organizations,    including  Botary   Club,    visited  school    in  a 
body  and   visitors    to  the    city  were   shown  through  the    school 
as    one    of    the    show  places. 


-SI 


-114- 

i:{I^H3CH0LASIIC    GONTIiSTS 

The    influence   of  a  strong  program  of  student 
body  activities  upon  the    intersoholastic  contests   of  the 
school  was  most  marked.      These   contests  offer  an  opportunity 
for    the    creation  of  school    spirit.      Other  school  activities    are 
likely  to   call   for  a  division  of  allegiance  and    support  but 
when  the    school's   representatives   go  forth   to  battle    in  the 
name    of  the    school  a  common  loyalty  is    akin  to  patriotism. 
It  is   one    of  the  most  valuable    trainings  a   school  may  give; 
this  ability  to    forget  personal    differences,   petty  animosities 
and  rivalries  and    unite  with    the    common  group   in  whole-souled 
support  of  a  group   enterprise.      It   is   possibly  equally  as 
important  to   learn  the    lessons   of   good   sportsmanship.      To  be 
a  magnanimous   winner  as  well   as  a    good   looser   and    to    cultivate 
the    desire   for  fair  play  are  among  the    possibilities   of    the    prop- 
erly directed   intersoholastic   contest.      Even  though   these   qual- 
ities as  manifested  by  a   atudent   body  are  hard  to  measure,   cer- 
tain definite   results  were    plainly  -in  evidence.      Those   may  be 
brioily  summed  as    follov/s: 

1.      School  loyalty  developed   to    the    point   where 
every   student    in  school  owned  <.».    student    body  card  and  atten- 
dance at  home  games  war  practically  one    hundred   per  cent. 


• 


-115- 

2-  All  inclination  to   find  fault  with  or   criticise 
the    team,    the    coach  or  the   players  was   absent  whether  the 
teom  won  or  lost.      A  positive    "booster  spirit"   prevailed. 

3-  Visiting  teams  and    players   were  accorded  every 
courtesy.      They  were    met  at    the   train,   given  all    »>uto  ride 
about   th  e    city  an&    entertained  after  the    game.      During  the 
gaae    tfiiare    were  no   sluri  or  insults   cast  and   no   "booing"   of 
pi  ay  or  a*       Jh«B  an  opponent   deserved  a   cheer   it   >#as    forth- 
coming. 

In  order   to  show  the    effect  of  this    experiment 
upon   the   record  of  games  won  two  tables  are  given.      Table 
one    gives   the   record    ox  this   high    school   in  football   games 
won  for   the    seven  ye.:r  period  previous  to    this   experiment. 
Table    two    shows   the    record    for   the    seven  years   cove  rim?  the 
experiment. 

?  OOTB ALL   TABLd,    #1 

Games  won  Outside   County 

2  0 

1  0 

1  1 

2  0 

3  1 
6  2 
3  2 


Year 

Gamt 

i3   played 

1907 

4 

1908 

5 

1909 

r— 

o 

1910 

5 

1911 

7 

1912 

7 

1913 

7 

. 


-116- 


EOOTBALL   -EABL-c;.   #2 


Year 
1914 
1915 
1916 
1917 
1918 
1919 
1920 


Same a  played 
8 
9 
8 
8 
1 
8 
6. 
48 


Game  8 

won 

Outside  bounty 

7 

7 

6 

8 

7 

7 

8 

8 

1 

1 

7 

7 

5 

,6 

41 

44 

in  the    third   column  in  each  table    is  given  the 
nuober  of  games   played   with  teams   outside   Walla  Holla 
County.      In  Table   #1   it  will  be   observed   that  only  six 
games   were  played   with    teams   outside    Walla   Walla    County 
in  the    seven  year  period.      There   were  several  very   small 
high   schools   in  'alia  Walla   County.      Previous  to  1914 
Walla   Walla   confined   its   athletic  relations   almost  en 
tirely   to    these   small  high    schools,   no  one    of  which  had  an 
enrollment    of  more    than  one  hundred  pupils.      In  Table   #Sf   it 
will   be  noted   that    forty-four    out    of  the    forty-eight   games 
played  in  the    seven  year  period  were  played   with   teams  out- 
side   the    County.      These   teams  represented  the    largest  high 


d 


i«£| 


-117- 

schools   in  the    State  as   well   as  the    championship  high   schools 
of   adjoining  states   on  several   occasions.      In  1917   the   Walla 
■Salle   High  School  won  the    Washington  State    championship,    de- 
feated   the   Oregon  and    Idaho   interscholastic  champions   as  well 
as   the    team  representing  East   High    School   of  Salt  Lake    City, 
which   game  was  played   for   the    championship  of  the  West. 

The    record  of  the   school  was  equally  good    In  basket- 
ball an!   Spring  sthletics.      In  the   seven  years   previous   to 
this   experiment    in  student   activities   (1907-1914)    Walla   Walla 
High   School   won  thirty- five  and    lost  nineteen  basketball   games. 
During  the    seven  years    of  this    experiment  (1914-1921)    Walla 
-Valla   won   seventy-six  baste t tall   games  and    lost  twelve.      During 
the    period  of   this   experiment    this  high   school  won  the    State 
Interscholastic   Championship   in  basketball    four  times. 
(Years  1915-17-18-20).      These   figures   indicate    clearly   the    extent 
to   which    the-    athletic   teams   of   the  high    school  were    successful. 
The    t:r:^husiaem  with  which   the  student   body  supported  and   backed 
its   athletic  teams    seemed  tc    know  no  bounds.      This    enthusiasm 
was   turned  as  much  as  possible    into  school   pride.      It  was   easy 
to   attach  pride    to  a    school   in  which  the    teams   were   so  uniformly 
successful.      It  was   not   difficult  to   direct    this    pride    from 
athletics   to  any  other  phase    of  school  activity  which  Beemed 
desirable. 


• 


• 


-118- 

Q0U0LU3IQKS 

This  experiment  proved  that  extra-curricular  activities 
may  be  made  a  large  and  vital  factor  in  the  realization  of  the 
seven  cardinal  objectives  of  secondary  education.   Tne  part  play- 
ed in  gaining  each  o±'  the  several  objectives  may  be  itemized  as 
follows: 

I-  H&iLXH 

1-  Tne  program  of  interciass  activities  provided  lor 
sjine  iJi-m  ol  atnletic  activity  throughout  tne  ..hole  year.   This 
ret-onea  ever;,  ^tuuent  in  school  and  gave  every  one  an  opportunity 
to  engage  in  nis  favorite  sport. 

2-  Hae   em^nasis  place a  upon  Inter  scholastic  games 
brought  tne  importance  of  the  fitness  of  tne  players  vividly 
before  tne  school.   Training  rules  necessary  for  tne  attainment 
and  maintenance  oi  iitness  were  emphasized  and  accorded  tne 
importance  aue  tnem. 

3-  Sportsmanship  and  a  love  for  clean  sport  were 
deveiopea  tnrou.-rn  the  policy  oi  proper  school  support  of  athletics 
and  proper  treatment  ol  visiting  teams. 

ii-  go:     )?  :-ui.:>jaaKi?iiL  rKOOEo.^ 

1-  A  practical  application  oi  tne  iundamental  processes 
is  possible  through  the  activities  of  editing  and  publisning 


-119- 

ochool  Paper  and  Annual,  as  well  as  in  such  activities  as 
Interscholastio  Debate  and  Declamation.   The  various  student 
managerial  positions  oi  organizations,  teams,  contests,  etc. 
oiler  similar  opportunities.   These  have  the  most  desirable 
effect  oi  making  school  activities  approach  real  iiie  in 
practice,  and  encourage  an  interest  in  a  complete  master;/  of 
the  fundamental  processes. 

Ill-  WORTHY  HOME  MEMBERSHIP 

1-  Tixe   provision  tor  social  functions  among  the 
students  gave  an  opportunity  for  every  one  to  gain  the  train- 
ing and  experience  necessary  to  function  properly  as  a  social 
being. 

2-  The  wholesome  relations  of  boys  and  girls  to- 
getner  in  tne  school  clubs  and  organizations  are  mucxi  more 
natural  and  unaffected  than  classroom  relations. 

3-  The  .artists  Course,  togetner  with  Victrola  lessons 
in  musical  appreciation  should  result  in  greater  joy  in  the 
homes. 

IV-  VO0AJI0L 

1-  The  business  training  oi  managing  a  scnool  pub- 
lication or  athletic  team  or  Artists  Course  proved  most  valuable 
in  determining  capacities  and  aptitudes. 

2-  The  musical,  dramatic,  and  publication  organizations 


. 


' 


-120- 

permitted  a  test  of  abilities  as  well  as  a  determination  of 
natural  a  ptitude  for  the  worJc  in  these  fields. 

3-  Student  organizations  brought  out  qualities  of 
executive  abilities. 

V-  01 VIS  EDUGATIOB 

1-  Participation  in  the  class  and  club  organizations 
oi  the  school  as  well  as  in  the  general  student  body  activities 
developed  habits  oi  cordial  co-operation  in  social  undertakings 
which  is  a  vital  element  of  iimerioan  citizenship. 

2-  The  development  of  an, ardent  spirit  oi  school 
loyalty  which  effected  a  maturing  and  growth  oi  the  elements 
and  characteristics  of  patriotism. 

3-  The  variety  oi  student  activities  developed  and 
created  a  many-sided  interest  in  the  life  of  the  school  which 
will  carry  into  real  life  the  capacity  to  assume  a  similar 
interest  in  the  'welfare  of  the  community  of  wnich  the  student 
may  become  a  member. 

4-  Student  government  proved  a  laboratory  for  actual 
practice  in  the  principles  of  citizenship.   Among  these  were 
the  following': 

a-  Developed  obedience  to  and  respect  lor  laws  and 
customs. 

b-  Fostered  a  spirit  of  fair  play  and  unselfish 


-  .  • 


.  . 


-121- 


servioe. 

0-  Solved  school  citizenship  problems,  taught  the 
necessity  lor  lawB  and  a  tolerance  toward  tnose  wno  must  enforce 
tiiem. 

d-   Taugnt  tne  responsibility  which  a  good  citizen  must 
assume  as  a  unit  in  a  sell-governing  group. 

e-  Developed  initiative  in  discharging  the  duties  of 
citizenship. 

1-  Save  an  intimate  Knowledge  ol  governmental  machinery 
and  its  workings. 

g-  Demonstrated  the  power  and  function  ol  public  opinion 
in  a  Democracy. 

h-  Demonstrated  the  value  ol  worthy  officers  and  the 
individuals  responsibility  lor  tneir  election. 

In  general  the  actual  practice  in  seli-government  habit- 
uated for  the  student  the  necessary  active  prinicples  and  tenants 
ol  citi2.ensiii  . 

VI-  WORTHY  USE  Or  I£ISUE£ 

1-  The  sooial  activities  of  tne  scnool  developed  ability 
to  participate  in  social  life  With  ease  and  pleasure. 

2-  Interscnolastic  atnletics  iounded  a  lasting  interest 
in  clean  athletic  sports. 

3-  Interciass  athletics  developed  athletic  abilities 
and  inclinations  that  will  mature  into  permanent  atnietio  aotivitie 


i   mi 


-122- 

4-  Tne  sohojl  olubs  .launched  interests  of  an 
avocational  nature. 

5-  Musical  and  dramatic  organizations  developed 
interests  and  abilities  that  will  lead  to  recreational 
activities  in  later  life. 

VII-  ETHIOAL  OHARAOTJSR 

1-  The  general  assemblies  not  only  gave  an  opportunity 
ior  the  development  of  school  and  personal  ideals  but  also  pro- 
vided for  tne  interplay  of  intiative,  responsibility  and  the 
spirit  oi   team  vvorJe  among  the  pupils. 

2-  Student  government  taught  that  the  laws  of  the 
scnool  were  aimed  at  tne  pupils'  best  interests  and  should  be 
supported  for  the  good  of  the  group. 

3-  Members  of  athletic,  debate  and  atnletic  teams 
learned  in  representing  a  large  student  body  tnat  tneir  res- 
ponsibility was  to  the  group. 

4-  The  spirit  of  fair  play  and  a  square  deal  to 
opponents  was  taught  through  interscholaatic  contests. 

5-  The  opportunities  of  actual  performance  of  pupils 
as  members  and  officers  of  class  and  school  organizations 
developed  a  sense  oi  responsibility  and  service. 

6-  The  service  to  the  community  in  conducting  the 
Artists  Course  was  a  practical  lesson. 

7-  The  generosity  and  charity  oi  the  students  in 


. 


• 


-123- 

donating  funds  to  relieve  the  distressed  were  potent  in- 
fluences in  fixing  these  personal  characterists. 

This  enumeration  though  far  from  complete  is 
sufficient  to  demonetr^ te  the  validity  of  our  conclusion 
regarding  this  experiment,  ^xtra  curricular  student  body 
activities  should  receive  a  nlace  in  the  program  of  edu- 
cation almost  if  not  equal  to  that  afforded  the  school 
curriculum. 


rt»u  nt 


-124- 

APPENDIX 


CONSTITUTION  OP  THE  ASSOCIATED  STUDENT  BODY 
OF  THE  VYALLA  WALLA  HIGH  SCHOOL 


PREAMBLE 


We,  the  Students  of  .^alla  TJalla  nigh  School,  adopt 
and  unite  in  the  support  of  this  constitution  for  the  follow- 
ing- purposes. 

1-  In  order  to  foster  a  spirit  of  unity  and  to 
secure  united  support  for  all  authorized  activities  in  our 
school. 

2-  In  order  to  establish  A   system  of  Student  Govern- 
ment in  the  walla  V7alla  High  School.   Firm  in  our  belief  that 
self  government  offers  the  best  opportunity  for  the  development 
of  self-control,  will-power,  character,  manhood,  and  womanhood 
as  well  as  inculcating  and  habituating  those  principles  and 
tenants  of  citizenship  necessary  in  a  free  democracy.  We  recog- 
nize that  all  successful  High  Schools  must  be  adequately  governed 
and  controlled;  that  the  authority  for  such  control  rests  with 
the  principal  and  teachers  and  that  any  part  of  this  control 
delegated  to  the  students  is  a  trust  and  an  opportunity  not  to 

be  regarded  lightly. 


!9b    061* 


oi  Job  \i 


-125- 

AHTICLE  I 

Sec.  1-  The  organization  shall  be  laaown  as  the 
associated  Students  of  the  /alia  Walla  High  School. 

ARTICLE  II 

Sec.  1-  All  students  of  the  .Valla  .,:alltt  High  School 
and  members  of  the  faculty  complying  with  this  constitution 
shall  be  declared  members  of  the  association. 

Sec.  2-  The  associated  Students  shall  have  a  member- 
ship fee,  providing  that:  1-  This  fee  shall  be  optional  to 
all  students  and  faculty  of  the  .alia  .valla  High  School  and 
any  one  outside  of  the  ..'alia  .alia  High  School. 

2-  The  amount  of  this  fee  shall  be  not  more  than 
one  and  fifty  one  hundredths  dollars  ($1.50)  each  semester  but 
may  be  changed  upon  the  recommendation  of  the  Treasurer  and  with 
the  approval  of  a  .nolority  of  the  -issociated  Student  Body. 

Sec.  o-     This  fee  shall  entitle  every  one  paying  the 
same  to  admittance  to  all  athletic  contests,  all  debate  and 
declamation  contests,  glee  club  entertainments  open  to  the 
public,  to  subscription  to  the  school  paper  and  to  all  student 
functions  that  do  not  pertain  strictly  to  individual  classes  such 
as  the  Senior  Play,  Junior  Prom,  -nnual,  etc. 

AHTICLE  III 

The  Associated  Student  Body   shall  be  directed  by  the 


tarn* 


•cii    Bf  -:ti!fc 


•31. 


-126- 

following  officers  and  bodies: 

Seo.  1-  The  Executive  officers  of  the  Associated 
Student  Body  shall  be,  a  President,  Vice-President,  Secretary 
and  Treasurer. 

1-  The  officers,  with  the  exception  of  the  Treasurer 
shall  be  elected  at  large  from  the  student  body  in  the  following 
manner: 

(a)  At  a  meeting  of  the  Associated  Student  Body  held 
the  first  Friday  in  May  not  less  than  two  nor  more  than  five 
persons  shall  be  nominated  for  each  office;  the  two  receiving 
the  highest  vote  (by  secret  ballot)  shall  be  declared  the 
candidates. 

(b)  The  officers  shall  be  elected  the  second  Friday 
in  May. 

(o)  Tney  shall  take  office  at  the  beginning  ol  the  next 
fall  semester. 

(d)  The  principal  of  Walla  Walla  High  School  shall  act 
as  Treasurer  of  the  Associated  Student  Body. 

2-  The  duties  and  powers  of ^ the  officers  shall  be: 
(a)  The  President  of  the  Associated  Student  Body  shall 

have  the  power  to  call  all  meetings  of  the  Associated  Students 
and  the  Board  of  Control,  Provided,  that  he  shall  call  meetings 
of  the  Associated  Students  at  the  request  o±  the  Board  of  Control; 
Meetings  of  the  Board  of  Control  at  the  request  of  one  or  more 
members. 


•■■    . 


-127- 

(b)  Vice-President:   It  shall  be  the  duty  oi  the  Vice- 
President  to  act  in  the  place  of  the  President  in  his  absence. 

(o)  Secretary:   It  3hall  be  the  duty  of  the  Secretary 
to  keep  the  minutes  of  all  meetings  of  the  Associated  Students 
and  such  records  as  the  .'Board  of  Control  may  direct. 

(d)  'treasurer:   It  shall  be  the  duty  oi  the  Treasurer 
to  receive  and  keep  a  record  of  all  monies  of  the  Associated 
Student  Body;  further  providing  he  shall  disburse  all  money  at 
tne  direction  of  the  Board  of  Control. 

Sec.  2-  The  President  of  the  Associated  Student  Body 
shall  be  assisted  by  a  Board  of  Control  which  shall  consist  of: 
The  officers  of  the  Associated  Student  Bou^t  the  four  class 
Presidents  and  four  other  members  elected  at  large  from  the 
Student  Body  at  the  same  time  and  in  the  same  manner  as  the 
oificers  of  the  Associated  Student  Body;   The  officers  oi  the 
Associated  Student  Body  shell  act  as  officers  oi  the  Board  of 
Control. 

1-  The  Board  shall  have  the  following  legislative 
powers: 

(a)  To  of f icially  award  the  right  to  wear  the  school 
emblems. 

(b)  To  authorize  the  expenditure  of  the  funds  of  the 
Associated  Student  Body  provided  that  the  Treasurer  must  vote 
in  the  af Urinative  to  permit  any  expenditures. 

(c)  To  adjust  suon  difficulties  au  may  arise  between 


■ 
- 


-128- 

olasaes,  societies,  or  any  other  organizations,  within  Walla 
Walla  High  School  or  between  Walla  walla  High  School,  any  organ- 
ization or  society  of  Walla  Walla  High  School  and  any  outside 
school,  organization  or  society. 

(d)  To  pass  laws  neoessary  for  the  regulation  of 
Student  Government  within  the  Student  Body. 

2-   The  3oard  shall  have  the  following  Judiciary 
power 8: 

(a)  To  assume  such  powers  and  duties  of  law  and  order 
as  turned  over  to  it  by  the  principal  of  Walla  Walla  High  School. 

(o)  To  make  a  report  of  each  meeting  to  the  Associated 
Students. 

(d)  The  system  used  in  the  execution  of  the  duties  of 
Board  of  Control  shall  be  determined  by  that  body. 

(e)  All  action  taken  by  the  Board  of  Control  must  be 
approved  by  the  ?rinoij->al  of  Walla  Walia  High  School. 

ARTICLE  IV 

Sec.  1-  This  constitution  recognizes  the  full  right 
of  initiative,  referendum,  and  recall. 

Sec.  2-  By  a  petition  signed  by  one  nundred  or  more 
members  of  the  Associated  Student  Body  such  matter  as  is  stated 
by  the  petition  must  be  brought  before  the  Student  Body. 

ARTICLE  V 
Sec.  1-  Robert' 8  Rules  of  Order  shall  govern  the  meet- 


. 


-129- 

ings  of  Associated  Student  Body  and  the  Board  of  Control  except 
wnere  such  rules  conflict  with  this  constitution  or  rules  of  the 
Board  of  Control. 

Sec.  2-   The  Board  of  Control  shall  fill  all  vacancies 
among  tne  officers  of  the  Associated  Student  Body  except  the 
Presidency  for  the  unexpired  term  as  soon  as  the  vacancy  occurs. 

Sec.  3-  The  President  of  the  Associated  Student  Body 
shall  hold  no  class  office. 

Sec.  4-   The  officers  of  the  Associated  Stuuent  Body 
snail  hold  their  offices  for  the  term  of  one  school  year. 

AHTICLE  VI 

Sec.  1-  This  Constitution  may  be  amended  in  the 
f allowing  manner: 

1-  Phe  ;roiJOsed  amendment  must  be  submitted  in  writing 
to  the  Board  of  Control  one  weei  before  it  is  voted  upon  by  that 
body. 

2-  An  affirmative  vote  of  at  least  five  members  of  the 
Board  of  Control  shall  be  required  before  submission  of  the 
proposed  amendment  to  the  Associated  Student  Body. 

3-  An  amendment  to  the  Constitution  must  be  accepted 
by  two-thirds  vote  of  the  Student  Body  beofre  going  into  eifeot. 


' 


:  ■ 


i  m  » 


-130- 

RULES  ALD  REGULATIONS  OF  THE  ASSOCIATED   STUD  Eli  T 

BODY   OF   WA-HI 

The  following  Rules  and  Regulations  snail  govern  the 
aotions  of  the  members  of  the  Associated  Stuaent  Body. 

AUDITORIUM 
It  shall  be  a  misdemeanor  to: 

1-  Oommunioate  in  any  manner  during  a  program. 

2-  Make  any  kind  or  an  unnecessary  noise  or  disturbance 

3-  Climb  over  seats  on  entering  or  leaving. 

4-  Mark  or  defaoe  any  seat  or  back. 

5-  Fail  to  sit  in  section  designated  for  your  class. 
6--  Fail  to  be  in  either  Room  29  or  Auditorium  during 

Assembly. 

RALLS  AMD  CORRIDORS 
It  shall  be  a  misdemeanor  to: 

1-  Run  through  tne  halis. 

2-  Walk  more  than  three  abreast. 

3-  Create  any  unnecessary  noise  or  disturbance. 

4-  Stand  and  talk. 

Room  B  is  designated  as  (chatter  room)  wnere  those 
desiring  to.  converse  snail  go.   There  shall  be  no  disturbance  or 
unnecessary  noise  in  the  chatter  room. 

STUDY  HALLS 
Study  halls  are  ior  study  purposes  only.   It  shall  be 
a  misaemeanor  to: 


. 


'  I  \t 


-131- 

1-  Oommunioate  in  any  way  whatsoever  alter  tardy 
bell  rings. 

2-  Oreate  a  disturbance  of  any  sort. 

3-  Make  any  kind  oi  unnecessary  noise. 

4-  Fail  to  keep  the  leaving-room  rules  or  attendance 
rules. 

REPORTS  OF  MISDEMEABORS 
It  shall  be  the  duty  of  eaoh  and  every  member  of  the 
student  Body  to  report  to  the  Board  of  Control  all  the  misdemean- 
ors they  observe.   These  reports  should  give  date,  place,  time 
and  nature  of  the  offense  with  the  name  of  the  offender  and  the 
signature  of  the  person  making  the  report.   Such  reports  should 
be  deposited  in  the  Board  of  Control  box  located  in  the  general 
office.   These  reports  are  treated  as  secret  and  the  name  of  the 
reporter  shall  be  made  known  to  the  members  oi  the  Board  only. 

SCHEDULE  OF  P SMALT IES 
The  following  is  a  schedule  of  penalties  as  adopted  by 
the  Board  of  Control,  subject  to  modification  as  conditions  of 
ofiense  may  warrant: 

HALLS 
1st  offense  -  One  day  in  Room  29  during  assembly. 
2nd  offense  -  One  week  in  Room  29  during  assemblies. 
3rd  offense  -  One  week  in  Room  29  during  assemblies 
and  twenty  lines  oi  poetry,  to  be  recited  from  memory  at  the  next 


8t 


-132- 

» 

meeting  of  the  Board  of  Control. 

STUDY  HALLS 

1st  offense  -  Minimum  of  two  weeks  in  Pest  Room;  any 
person  sentenced  to  remain,  however,  until  faculty  member  in 
charge  recommends  his  return  to  study  hall  under  student  govern- 
ment, 

2nd  offense  -  Remainder  of  year  in  Pest  Room  under 
faculty  supervision. 

AUDITORIUM 

1st  offense  -  One  week  in  Room  29  during  assemblies, 

2nd  offense  -  One  week  in  Room  29  during  assemblies 
and  twenty  lines  of  poetry  to  be  recited  as  provided  above  under 
halls, 

3rd  offense-  -  One  month  in  Room  29  during  assemblies 
and  forty  lines  of  poetry  to  be  recited  as  provided  above. 

CULMIL'ATIIJS  SENTENCES 

4th  offense  -  Parents  to  be  notified  that  conduct  of 
student  is  unsatisfactory. 

5th  offense  -  Suspension  from  all  school  activities 

except  study  and  classes.  All  school  activities  shall  be  taken 

to  mean  all  athletio  games,  parties  or  dances,  debates,  or  any 

activity  put  on  by  or  sanctioned  b^  the  Associated  Student  Body, 

or  any  of  its  parts. 

6th  offense  -  Student  to  bring  parents  and  show  way  he 
should  not  be  suspended  from  school. 


-133- 


A  PARTIAL  BIBLIOGRAPHY 
EXTRA  CURRICULAR  ACTIVITIES 


Bagley,  William  0.  -  Are  the  older  "school  virtues"  obsolescent? 

Educational  Review,  61:6-10,  Jan.  1921. 

Barton,  J.  W.  -  Possible  saving  in  high  school  control. 

School  and  Society.  9:636*8,  May  24,  1919. 

Benjamin,  C.  H.  Student  activities. 

School  and  Society,  3:231-4.  Feb.  12,  1916. 

Bevier,  L.  -    Student  activities  and  Success  in  Life. 

Educational  Review,  58:1-7,  June,  1919. 

Bjornson,  J.  S.  Student  activities  in  High  Sonools. 

Journal  of  Education,  83:619-21,  June  8,  1916 

Bowden,  A.  0.  -  Student  Self-government. 

School  and  Society,  8:97-102.   July  27,  1918. 

Briggs,  T.  H.  -  The  Junior  High  School,  Chapter  X,  245-53. 

Briggs,  T.  H.  -  Extra  Curricular  activities  in  Junior  High 

Scnools. 
Ed.  admin.  &  Super.,  p.  Jan  1922. 

Brown,  R.  E.  -  Financing  High  Sohool  Organizations. 

Educational  Review.  59:153-9.  Feb.  1920. 

Brown,  J.  F.   -  American  High  School,  pp.  285-302. 

Gorden,  M.    -  Control  of  Student  activities. 

Education,  38:14-17.   Sept.  1917. 

Glapp,  H.  L.   -  Pupil  Self-government. 

Education,  38:593-609.   April,  1918. 

Gloyd,  D.  E.   -  Student  Organizations  in  Oity  High  Schools. 

Education,  31:17-20.   Sept.  1910. 

//^  Caldwell,  Otis.  Some  iaotors  in  training  lor  Leader snip 

Fourth  year  Book,  National  association  of 
econdar.v  Sonool  Principals. 

Clapp,  Henry  L.  The  Develojment  of  Spontaneity,  Initiative, 

and  Responsibility  in  School  Children. 
Education,  41:209-21,  December  1920. 


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Clapp,  Henry  L.  -  Pupil  Self-government. 

Education,    Vol.    38,    pp.    593-609,    Apr.    1918. 


Cox,  Ben  Blewett 


Junior  Hign  School:   An  Experiment  in 

Democracy. 

School  Review,  £7:345-539,  May  1919. 


Cook,  H.  Caldwell  "Tne  "lay  Way" 

F.  A.  Stokes  and  Co.,  Lew  York,  L.  Y. 


Craddook,  E.  A. 


The  Class  Hoom  Republic 

A.  &  C.  Black,  London,  1920. 


Crissey,  Forrest,  Lew  feet  under  tiie  table. 

Saturday  Evening  Post,  Oct.  4,  1919. 


/^rondon,  Bernard 


K< 


Davis,  Calvin  0. 


y    Davis  Co. 

Davis,  Jesse  B. 

Dewey,  John. 
Dewey,  John. . 

Douglas,  C.  E. 

Fretwell,  E.  K. 

/Fronla,  V.  K. 

Harwood,  H.  M. 


Pupil  Self-government  —  Its  Theory  and 

Practice. 

Hi.  Y.  The  Maomillan  Co.  1907. 

Citizenship  and  the  High  Scnool. 
Educational  Review,  61:214-23,  Mar.  1921. 

Training  for  Citizenship  in  the  Korth 
Central  Association,  Fourth *Year  Book, 
National  Association  of  High  School  Principals. 

The  Administration  of  the  Social  Activities 

of  High  School  Students. 

Jonnston's  Modern  High  School,  Chapter  XVI. 

Moral  Principles  in  Education. 

The  School  and  Social  Progress 

Scnool  and  Society,  Chapter  I,  pp  3-31. 

Setting  up  School  Standards, 
Education,  41:485-93,  April  1921. 

Education  for  Leadership 

Teachers  College  Record,  Sept.  1919. 

Extra-Curricuiar  Activities,  Their  relation 
to  the  Currioular  Work  of  High  Scnool. 
National  Education  Association,  1915,  737-42. 

Extra-Currioular  Activities  in  High  Sonools, 
School  Review,  26:273-81.   Ajjril,  1918. 


-135- 


Hudelson,  Earl, 
Hunter,  G.  W. 
Johnson,  ?.  W, 
Jones,  H.  W. 
Kierman,  I  . 


Society  at  Work. 

Sohool  and  Society,  July  3,  1920, 

Experiment  in  Student  Oo- operation. 
Outlook  112-704-7.  Maroh  22,  1916. 

Moral  Education  through  Sohool  Activities. 
Religious  Education,  6:493-502,  Feb.  1922 

Student  Go-operation  in  Sohool  Government 
Sohool  and  Sooiety,  13:251-7,  Feb.  26,  1981. 

Great  adventure  of  Democracy,  Preparing  for 
it  by  Self-government  in  the  Public  Schools. 
Craftsman,  26:726-30.   September,  1914. 


Kilpartick,  W.  rl.  Training  Adolescents  for  Democracy. 

Religious  Education,  June,  1919. 


King,  I. 
King,  W.  L. 
Kitrell,,  0.  A. 
t/Lasner,  I.  R. 

■ 

Long,  Leo.  F. 
Lull,  H.  G. 
Lyman,  R.  L. 
Lyman,  R.  L. 
MoClure,  W. 
Myers,  Gare;.  ,  G, 


Vooial  Training  through  Scnool  Group  Activities. 
American  Academy.  67:13-25.   Sept.  1916. 

MaoKenzie,  Industry  and  Humanity. 

Chap.  XII  p  430-529,  Education  and  Opinion. 

An  Important  Factor  in  Teaching  Citizenship. 
Sohool  Review,  May  1921. 

Sohool  Activities  as  an  Educational  Factor  in 

Secondary  Schools, 

National  Education  Association,  1910,  445-450. 

Self-government  in  High  School. 

Western  Jr.  of  Education.  Vol.  5,  p  59-67,  Feb. '12 

Socializing  Sohool  Procedure. 

American  Journal  of  Sociology,  24:681-91.  May  '19. 

Washington  Junior  High  Sohool.  Rochester,  LT.  Y. 
Sohool  Review,  28:178-208,  March  1920. 

Ben  Blewett  Junior  High  Sohool  of  St.  Louis. 
Sohool  Review,  January  and  February,  1920. 

Morals  by  rote. 

Sohool  Review,  27:458-64,  June  19,  1919. 

Opportunities  that  come  to  Country  Scnool 

Masters. 

Education,  April  1916. 


. 


u 


-136- 


Peters,  C.  C. 


Piokell,  F.  G. 
Pound,  Olivia 

Pound,  Olivia 


Selection  and  Organization  of  Materials  for 
a  oourse  in  "The  Control  of  Conduct"  lor 
Secondary  Schools. 
Inter-Borough  Press,  Spring  Qity.  pa.  pp.  120 

Training  for  Citizenship  throu  h  raotice. 
School  Review,  September,  1920. 

lieed  of  a  Constructive  Social  Program  for  the 

High  School. 

Sohool  Review,  26:153-67,  March  1918. 

Social  Liie  of  High  Scho.)l  Girls:   Its  Problems 

and  its  Opportunities. 

School  Review,  28:50-6,  January,  1920. 


Radoliffe  P.  K.  Pupil  Self-government. 

Education,  37:456-8,  March  1917. 


.oberts. 


An  Experiment  in  Socialization. 
Sohool  Review,  January  1918. 


Russell,  James  E.  Scouting  Education 

Teachers  College  Record,  January  1917 
Educational  Review,  June  1917. 

Smith,  C.  F.  &  Fretwell,  E.  K.  Horace  Mann  Studies  in  Elementary 

Education.  37:230-4.   December  1916. 


Smith,  R.  R. 
Snyder,  M. 

Smith  R.  R. 
Stamper,  A.  W. 

Steeper,  H.  T. 
Stevens,  K. 


Three  Experiments  in  Pupil   Self-government. 
Education,    37:230-4.      December,    1916. 

Individual  pupil  as  unit  fo  supervision  in 

High  Sohool. 

Sohool  Review  28:205-19,  March  1920. 

Democratizing  a  High  School  of  1800. 
Education  38:374-9  January  1918. 

Financial  Administration  of  Student 
Organizations  in  Secondary  schools. 
Sohool  Review.  19:25—33  January  1911. 

Extra-Currioular  Activities  of  the  High  Scnool. 
Eduoatijn.    39:367-73.      February  1919. 

Advisor  of  girls  in  High  Schools. 

Teachers  College  Record.  20:301-23.  Se^t.  1919. 


-137- 

Thorndike,  E.  L.  "Education  ior  Initiative  and  Originality." 

Teachers  College  Record,  17:405-16  (1916) 
Teachers  College  Bulletin,  11th  Series,  Ho.  4 

(1919) 

Thorndike,  E.  L.  Principles  oi  Teaching.   Tne  Doctrine  oi*  Self- 
activity,  pp.  39-41. 

Thurston,  H.  W.   Delinquency  and  Spare  Time. 
/  Cleveland  Recreation  Survey 

Tucker,  Henry  R.  Government  in  the  High  School. 

Education,  Vol  25.  p  1-11;  81-89;  152-61. 

Wilds,  E.  H.     Supervision  oi  Extra-Curricular  Activities. 

School  Review,  25:659-73.   November,  1917. 

ASSEMBLIES 

Albers,  George   The  high  school  assembly.  An  extract. 

Western  Journal  of  Education.  26;  4-6,  Feb.  1920. 

Cooke,  F.  J.  and  others.   Francis  W.  Parker  School  Year  Book. 

(Cnicago)  Vol,  2:  Morning  Exercise  as  a  Socializ- 
ing Iniluenoe.  198  pp.  (1913) 

Horn,  Ernest     "A  Typical  Program  for  an  Assembly  Period  at 

Speyer  School".   T.  C.  Record,  May  1917. 

JUiienecker,  E.  A«  The  School  Assembly.  A  handbook  ior  auditorium 

exercises,  1917.  Board  of  Education,  lie*;  York. 

Wilson  and  Wilson.  Motivation  of  School  Work.  pp.  224-236. 

HIGH  SCHOOL  ATHLETICS 

.alien.  Civics  and  Health.   Heaitn  Value  of  "Unbossed" 

play  and  Physical  Training,  Chapter  XII.  (Jinn  & 

Co.  fl.Y. 

Andrus.  H.P.      School  spirit.   Proceeding  oi  L.E.A*  1917;538-30 

Bonser,  F.  G.     School  Work  and  Spare  Time.  Chapters  V.  and  VII. 

Cleveland  Recreation  Survey. 

Beiderhose,       Administration  and  Methods  in  high  school  physical 

of  girls.   Proceedings  B*  E.  A.  1916.  p.  801-5. 


-138- 


3rowne,  Taos.  J.   Health  and  Hapiness  in  hign  schools.   High 

School  Journal.  3:67-69,  Maron  1920. 

Eretweli,  E.  K.   Education  for  leadership.   Teachers  College 

Record,  September.  1919. 

Jacob,  Gertrude.  A   new  field  for  physical  training  teachers. 

Mind  and  Body,  26:17-38,  April  1920. 

Gilghrist,  E.  P.   Socialized  athletics.   School  and  .Society. 

7:597-9,  May  18,  1918. 


Gilden,  J.  L. 
Hunt, 


Johnson, 


vx. 


E. 


McCurdy, 

Eayoroft.  J.  E. 

Reilly,  F«  J. 


Wholesome  Citizens  and  Spare  Time.  pp.  130-136. 
Cleveland  Recreation  Survey. 

hysical  Training  vs.  Athletics,   Proceedings. 
B.  E.  A.  1917,  Vol.  4. 

Education  Through  Recreation.   Cleveland  Education 
Survey. 

A  constructive  Program  in  Physical  Education. 
Proceedings  fl.E.A.  1919.   pp.  119-202. 

Educational  value  of  athletics  in  schools  and 
colleges.   Sonool  and  Society,  3:295-300,  Feb. 
26,  1916. 

Extending  Class  Activities,  Am.  Phys.  Educ.  R. 
October,  1917. 


Tnistletnwaite,  B.  ¥•      Citizenship  and  athletics;  a  concrete  example 

at  Oat  Park,  Illinois.  Rational  Education 
Association,  1918:183-7. 

Thorndike,  E.  L.   Education  for  initiative  and  originality. 

Teachers  College  record,  November,  1916. 


Wade,  Frank  B. 


"Better  Things  in  Secondary  School  Athletics" 
School  Review,  Jan  1909. 


Bleyer,  W.  G. 

Dimorier,  W.  E. 
Harvey,  D.  E. 


HIGH  SCHOOL  JOURNALISM 

Journalistic  writing  in  hign  schools.  English 
Journal,  December,  1919. 

Newspaper  week.   English  Journal,  Maron  1917. 

Motivating  English  Composition.   Scnool  Review. 
24:759-63,  December,  1916. 


baa  9 


-139- 


Hill,    A.    0. 
Lee,    H.   A. 
Miles,    D. 
Miller,   K.    H. 

Moe,   M.    W. 

Par  leer,    W.    W. 

Phillips ,  F.  K. 
Sayre,  V.  E. 
Tnorpe,  Merle. 

Winslow.  T.  S. 


School  Journalism.   Scnool  and  Society,  3:354, 
Maroh  4,  1916. 

Student  newspaper  work.  English  Journal, 
Maroh,  1916. 

Wny  is  a  ochojl  paper.  English  Journal,  Sept. 
1916. 

Student  activity.   Industrial  arts  magazine. 
5:349-51.   August,  1916. 

Amateur  Journalism.   Englisn  Journal,  Feb.  1915. 

Running  a  school  paper.   English  Journal, 
April,  1918. 

School  paper.   Industrial  arts  magazine. 
6:268-71,   July  1917. 

Printing  a  paper  in  a  small  High  School. 
Manual  training.   20:309-12,  May  1919. 

High  School   journalism;      Studying  newspapers 
and  utilizing  the  school  paper.      Johnston's 
Modern  High  School,      Ohapter  AlX,   pp  484-498. 

Daily  newspaper  in  a  high  school.   Technical  world 
23-41-3,   Maron  1915. 


CITIZENSHIP 

Bond,  Beverley  W.  Jr.   Technical  Education  and  Citizenship. 

School  and  Society,  11:271-76,  March  8,  1920. 


Brooks,  E.  0. 

Davis, 

Dunn,  Arthur  VV. 


Respect  for  law  and  order  a  definite  high 
school  subject.   L'orth  Carolina  Education, 
13:6-7,  8  April,  1919. 

"Training  ior  Citizensnip"  School  Review, 
April  1,  1920. 

Civic  Training  Through  Service,  Teachers 
Leaflet,  Ho.  8.  June  1920.  Dept.  oi  the 
Interior.   Bureau  of  Education,   Washington,  D. C. 


Fitzgerald,  Ruth.  The  Teaching  oi  Citizenship.   High  School  Journal. 

3:99-102.   April.   1920 


-140- 


Fretweli,   El  K. 

Cosling.   T.   . 
Jucid.   0.  H. 

Parker,  Samuel  C. 
Phillips,  Robert. 


Education  ior  Leadership:   Training  Citizens 
througn  Recreation.   Teachers  College  Record. 
Sept.  1919. 

A  High  School  program  ior  training  in  Citizen- 
ship.  School  Review.   28:57-65.   Jan.  1920. 

Education  for  Citizenship.   Proceedings  Thirty 
Seventh  Annual  Session  South  Dakota  Ed.  Associa- 
tion. 

Civic-moral  teaching  in  branch  Secular  Schools. 
Elementary  school  Journal.  20:660-69,  May  19^0 


A  test  oi  citizenship. 
40-506-10,  April  1920. 


Education, 


Tnomason,  Calvin  C.  Ap  lied  Patriotism.   Teaching  citizenship 

through  social  problems.   Survey,  43:532-34, 
February  7,  1920. 


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